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#                                                #
# Curriculum:      Common Core (CCSS)            #
# Version:         1.4                           #
# Snapshot Date:   February 26, 2026 21:55:58    #
#                                                #
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Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1A
Cluster Name: The Earliest People: Hunters and Nomads
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1A-1
Standard Description: Crossing from Asia to North America (Beringian Land Bridge Theory or Kelp Highway)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1A
Cluster Name: The Earliest People: Hunters and Nomads
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1A-1+1
Standard Description: From hunting to farming

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1A
Cluster Name: The Earliest People: Hunters and Nomads
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1A-1+2
Standard Description: Gradual development of early towns and cities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1B-1
Standard Description: Maya in Mexico and Central America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1B-1+1
Standard Description: Mayan Calendar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1B-1+2
Standard Description: Culture: Farming methods, religious beliefs, temples

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-1B-2
Standard Description: Aztecs in Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-1B-2+1
Standard Description: Moctezuma (also called Montezuma)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-1B-2+2
Standard Description: Tenochtitlan (Mexico City)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-1B-3
Standard Description: Inca in South America (Peru, Chile)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-1
Unit Name: Early People and Civilizations
Cluster ID: CKHG-G1-1B
Cluster Name: Early American Civilizations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-1B-3+1
Standard Description: Cities in the Andes, Machu Picchu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2B
Cluster Name: The Conquistadors
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2B-1
Standard Description: The search for gold and silver

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2B
Cluster Name: The Conquistadors
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2B-2
Standard Description: Hernán Cortés and the Aztecs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2B
Cluster Name: The Conquistadors
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2B-3
Standard Description: Francisco Pizarro and the Inca

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2B
Cluster Name: The Conquistadors
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2B-4
Standard Description: Diseases devastate Native American population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1
Standard Description: The story of the Lost Colony

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1+1
Standard Description: Sir Walter Raleigh

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1+2
Standard Description: Virginia Dare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2
Standard Description: Virginia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2+1
Standard Description: Jamestown

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2+2
Standard Description: Captain John Smith

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2+3
Standard Description: Pocahontas and Powhatan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2C-3
Standard Description: Enslavement of people brought by force from Africa, plantations in Southern colonies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4
Standard Description: Massachusetts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4+1
Standard Description: Pilgrims

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4+2
Standard Description: Massachusetts Bay Colony, the Puritans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4+3
Standard Description: Development of towns and cities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4-1+1
Standard Description: Mayflower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4-1+2
Standard Description: Native Americans helped Pilgrims survive, Tisquantum (Squanto)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-2
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-G1-2C
Cluster Name: English Settlers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2C-4-1+3
Standard Description: Thanksgiving Day

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-3A-1
Standard Description: Locate the original thirteen colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G1-3A-10
Standard Description: Legend of Betsy Ross and the flag

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-3A-2
Standard Description: The Boston Tea Party

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-3A-3
Standard Description: Paul Revere's ride, "One if by land, two if by sea"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-3A-4
Standard Description: The colonists were fighting the British to gain their freedom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G1-3A-5
Standard Description: Minutemen and Redcoats, the "shot heard round the world"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G1-3A-6
Standard Description: Thomas Jefferson and the Declaration of Independence, "We hold these truths to be self-evident, that all men are created equal. . . ."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G1-3A-7
Standard Description: Fourth of July

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G1-3A-8
Standard Description: Benjamin Franklin: patriot, inventor, writer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G1-3A-9
Standard Description: George Washington: from military commander to our first president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G1-3A-9+1
Standard Description: Martha Washington

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-3
Unit Name: From Colonies to Independence: The American Revolution
Cluster ID: CKHG-G1-3A
Cluster Name: From Colonies to Independence: The American Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G1-3A-9+2
Standard Description: Our national capital city named Washington

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-4
Unit Name: Early Exploration of the American West
Cluster ID: CKHG-G1-4A
Cluster Name: Early Exploration of the American West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-4A-1
Standard Description: Daniel Boone and the Wilderness Road

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-4
Unit Name: Early Exploration of the American West
Cluster ID: CKHG-G1-4A
Cluster Name: Early Exploration of the American West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-4A-2
Standard Description: The Louisiana Purchase

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-4
Unit Name: Early Exploration of the American West
Cluster ID: CKHG-G1-4A
Cluster Name: Early Exploration of the American West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-4A-2+1
Standard Description: Explorations of Lewis and Clark (Corps of Discovery) Sacagawea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-4
Unit Name: Early Exploration of the American West
Cluster ID: CKHG-G1-4A
Cluster Name: Early Exploration of the American West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-4A-2+2
Standard Description: The Mandan Tribe and Fort Mandan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-4
Unit Name: Early Exploration of the American West
Cluster ID: CKHG-G1-4A
Cluster Name: Early Exploration of the American West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-4A-2+3
Standard Description: Port of New Orleans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-4
Unit Name: Early Exploration of the American West
Cluster ID: CKHG-G1-4A
Cluster Name: Early Exploration of the American West
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-4A-3
Standard Description: Geography: Locate the Appalachian Mountains, the Rocky Mountains, and the Mississippi River.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G1-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-5A-1
Standard Description: Recognize and become familiar with the significance of

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G1-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-5A-1+1
Standard Description: Liberty Bell

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G1-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-5A-1+2
Standard Description: Current United States president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G1-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-5A-1+3
Standard Description: American flag

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 1 American History
Unit ID: CKHG-G1-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G1-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-5A-1+4
Standard Description: Bald eagle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-1
Unit Name: American Government: The Constitution
Cluster ID: CKHG-G2-1A
Cluster Name: American Government: The Constitution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-1A-1
Standard Description: American government is based on the Constitution, the highest law of our land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-1
Unit Name: American Government: The Constitution
Cluster ID: CKHG-G2-1A
Cluster Name: American Government: The Constitution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-1A-2
Standard Description: James Madison, the "Father of the Constitution"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-1
Unit Name: American Government: The Constitution
Cluster ID: CKHG-G2-1A
Cluster Name: American Government: The Constitution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-1A-3
Standard Description: Government by the consent of the governed: "We the people"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-2A-1
Standard Description: President James Madison and Dolley Madison

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-2A-2
Standard Description: British impressment of American sailors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-2A-3
Standard Description: Old Ironsides

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-2A-4
Standard Description: Charles Ball, and other former slaves, who choose to fight the British in exchange for the promise of freedom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-2A-5
Standard Description: British burn the White House.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-2A-6
Standard Description: Fort McHenry, Francis Scott Key, and "The Star-Spangled Banner"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-2
Unit Name: The War of 1812
Cluster ID: CKHG-G2-2A
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G2-2A-7
Standard Description: Battle of New Orleans, Andrew Jackson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3A-1
Standard Description: New means of travel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3A-1+1
Standard Description: Robert Fulton, invention of the steamboat

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3A-1+2
Standard Description: Erie Canal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3A-1+3
Standard Description: Railroads: the Transcontinental Railroad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-3A-2
Standard Description: Routes west: wagon trains on the Oregon Trail, the Wilderness Road

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-3A-3
Standard Description: California Gold Rush

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3A
Cluster Name: Pioneers Head West
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-3A-4
Standard Description: The Pony Express

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3B-1
Standard Description: Sequoyah and the Cherokee alphabet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-3B-2
Standard Description: Forced removal to reservations: the "Trail of Tears"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-3B-3
Standard Description: Some Native Americans displaced from their homes and ways of life by railroads (the "iron horse").

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-3
Unit Name: Westward Expansion
Cluster ID: CKHG-G2-3B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-3B-4
Standard Description: Effect of near extermination of bison on Plains Indigenous People

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-4A-1
Standard Description: Controversy over enslaved workers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G2-4A-10
Standard Description: Emancipation Proclamation and the end of slavery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-4A-2
Standard Description: Plantations, plantation crops

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-4A-3
Standard Description: Harriet Tubman, the "underground railroad"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-4A-4
Standard Description: Fort Sumter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-4A-5
Standard Description: Northern v. Southern states: Yankees and Rebels

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-4A-6
Standard Description: Ulysses S. Grant and Robert E. Lee

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G2-4A-7
Standard Description: Clara Barton, "Angel of the Battlefield," founder of American Red Cross

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G2-4A-8
Standard Description: President Abraham Lincoln: keeping the Union together

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-4
Unit Name: The Civil War
Cluster ID: CKHG-G2-4A
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G2-4A-9
Standard Description: Appomattox Court House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-5A-1
Standard Description: America perceived as a "land of opportunity"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-5A-2
Standard Description: The meaning of "e pluribus unum" (a national motto you can see on the back of coins)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-5A-3
Standard Description: Ellis Island and the significance of the Statue of Liberty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-5A-4
Standard Description: Millions of newcomers to America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-5A-4+1
Standard Description: Large populations of immigrants settle in major cities (such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, San Francisco)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-5A-5
Standard Description: The idea of citizenship: What it means to be a citizen of a nation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-5A-5+1
Standard Description: American citizens have certain rights and responsibilities (for example, voting, eligible to hold public office, paying taxes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-5
Unit Name: Immigration and Citizenship
Cluster ID: CKHG-G2-5A
Cluster Name: Immigration and Citizenship
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-5A-5+2
Standard Description: Becoming an American citizen (by birth, naturalization)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-6A-1
Standard Description: Susan B. Anthony and the right to vote

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G2-6A-10
Standard Description: Sylvia Mendez and American civil rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-6A-2
Standard Description: Eleanor Roosevelt and civil rights and human rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-6A-3
Standard Description: Mary McLeod Bethune and educational opportunity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-6A-4
Standard Description: Ruby Bridges and equitable access in public school education

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-6A-5
Standard Description: Jackie Robinson and the integration of major league baseball

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-6A-6
Standard Description: Rosa Parks and the bus boycott in Montgomery, Alabama

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G2-6A-7
Standard Description: Martin Luther King, Jr. and the dream of equal rights for all

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G2-6A-8
Standard Description: Cesar Chavez and the rights of migrant workers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-6
Unit Name: Fighting for a Cause
Cluster ID: CKHG-G2-6A
Cluster Name: Fighting for a Cause
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G2-6A-9
Standard Description: Chief Standing Bear and the rights of Native Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-7A-1
Standard Description: North America: Canada, United States, Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7A-2
Standard Description: The United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7A-2+1
Standard Description: Fifty states: Forty-eight contiguous states, plus Alaska and Hawaii

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7A-2+2
Standard Description: Current territories (American Samoa, Guam, Puerto Rico, and U.S. Virgin Islands)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7A-2+3
Standard Description: Mississippi River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7A-2+4
Standard Description: Appalachian and Rocky Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7A-2+5
Standard Description: Great Lakes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-7A-3
Standard Description: Atlantic and Pacific Oceans, Gulf of Mexico, Caribbean Sea, West Indies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7A
Cluster Name: North America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-7A-4
Standard Description: Central America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7B
Cluster Name: South America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-7B-1
Standard Description: Brazil: largest country in South America, Amazon River, rain forests

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7B
Cluster Name: South America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-7B-2
Standard Description: Peru and Chile: Andes Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7B
Cluster Name: South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-7B-3
Standard Description: Locate: Venezuela, Colombia, Ecuador

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7B
Cluster Name: South America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-7B-4
Standard Description: Bolivia: named after Simon Bolivar, "The Liberator"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7B
Cluster Name: South America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-7B-5
Standard Description: Argentina: the Pampas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-7
Unit Name: Geography of the Americas
Cluster ID: CKHG-G2-7B
Cluster Name: South America
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-7B-6
Standard Description: Main languages: Spanish and (in Brazil) Portuguese

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-8
Unit Name: Symbols and Figures
Cluster ID: CKHG-G2-8A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-8A-1
Standard Description: Recognize and become familiar with the significance of

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-8
Unit Name: Symbols and Figures
Cluster ID: CKHG-G2-8A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-8A-1+1
Standard Description: U. S. flag: current and earlier versions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-8
Unit Name: Symbols and Figures
Cluster ID: CKHG-G2-8A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-8A-1+2
Standard Description: Statue of Liberty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 2 American History
Unit ID: CKHG-G2-8
Unit Name: Symbols and Figures
Cluster ID: CKHG-G2-8A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-8A-1+3
Standard Description: Lincoln Memorial

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1A-1
Standard Description: Theories that hypothesize how the first humans arrived in North America:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1A-1+1
Standard Description: Beringian Land Bridge Theory: A land bridge that allowed nomadic hunters cross from Asia to North America during the Ice Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1A-1+2
Standard Description: Kelp Highway Theory: Massive ice sheets covering western North America retreated allowing for the first humans to travel to and through the continent not only by foot but by boat

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1A-2
Standard Description: Different peoples, with different languages and ways of life, eventually spread out over the North and South American continents. These early peoples include:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1A-2+1
Standard Description: Inuit people, skilled hunters, igloos

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1A-2+2
Standard Description: Anasazi, pueblo builders, skilled weavers and potters, and cliff dwellers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1A
Cluster Name: Crossing from Asia to North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1A-2+3
Standard Description: Mound builders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1B-1
Standard Description: In the Southwest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1B-1+1
Standard Description: Pueblos (Hopi, Zuni)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1B-1+2
Standard Description: Dine (Navajo)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1B-1+3
Standard Description: Apaches

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1B-2
Standard Description: Eastern "Woodland" people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1B-2+1
Standard Description: Woodland culture: wigwams, longhouses, farming, peace pipe, Shaman and Sachem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1B-2+2
Standard Description: Major tribes and nations (such as Powhatan, Delaware, Susquehanna, Mohican, Massachusett, Iroquois Confederacy)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-1B-3
Standard Description: In the Southeast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-1B-3+1
Standard Description: Cherokee

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-1
Unit Name: The Earliest Americans
Cluster ID: CKHG-G3-1B
Cluster Name: Native Americans
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-1B-3+2
Standard Description: Seminole

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2A
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2A-1
Standard Description: Settlement of Florida

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2A
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2A-2
Standard Description: Ponce de Leon, legend of the Fountain of Youth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2A
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2A-3
Standard Description: Hernando de Soto

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2A
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2A-4
Standard Description: Founding of St. Augustine (oldest continuous European settlement in what is now the U.S.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2A
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-2A-5
Standard Description: Geography: Caribbean Sea, West Indies, Puerto Rico, Cuba, Gulf of Mexico, Mississippi River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2B
Cluster Name: Exploration and Settlement of the American Southwest
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2B-1
Standard Description: Early Spanish explorers in the lands that are now the states of Texas, New Mexico, Arizona, and California; missionary settlements (missions), especially in Texas and California

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2B
Cluster Name: Exploration and Settlement of the American Southwest
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2B-2
Standard Description: Coronado and the legend of the "Seven Cities of Cibola" (of Gold)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2B
Cluster Name: Exploration and Settlement of the American Southwest
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2B-3
Standard Description: Geography: Grand Canyon and Rio Grande

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2B
Cluster Name: Exploration and Settlement of the American Southwest
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2B-4
Standard Description: Conflicts between the Spanish and the Pueblos (1680 revolt led by Popé)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2B
Cluster Name: Exploration and Settlement of the American Southwest
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-2B-5
Standard Description: Impact of settlement on indigenous population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2B
Cluster Name: Exploration and Settlement of the American Southwest
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-2B-6
Standard Description: Toypurina supported the Tongva peoples' resistance to Spanish missions and colonization in California.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1
Standard Description: Many explorers undertook the perilous, sometimes fatal, voyage to find a short cut across North America to Asia, including:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1+1
Standard Description: John Cabot: Newfoundland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1+2
Standard Description: Champlain: "New France" and Quebec

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1+3
Standard Description: Henry Hudson: the Hudson River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2C-2
Standard Description: Geography

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2C-2+1
Standard Description: "New France" and Quebec

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2C-2+2
Standard Description: Canada, St. Lawrence River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-2
Unit Name: Early Exploration of North America
Cluster ID: CKHG-G3-2C
Cluster Name: The Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2C-2+3
Standard Description: The Great Lakes: Superior, Michigan, Huron, Erie, Ontario

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-3A-1
Standard Description: The thirteen colonies by region: New England, Middle Atlantic, Southern

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3A-2
Standard Description: Differences in climate from north to south: corresponding differences in agriculture (subsistence farming in New England, gradual development of large plantations in the South)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3A-3
Standard Description: Important cities in the development of trade and government: Philadelphia, Boston, New York, Charleston

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-3B-1
Standard Description: Southern colonies: Virginia, Maryland, North Carolina, South Carolina, Georgia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2
Standard Description: Virginia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+1
Standard Description: Chesapeake Bay, James River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+10
Standard Description: Clashes between Native Americans and English colonists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+11
Standard Description: Development of tobacco as a cash crop, development of plantations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+12
Standard Description: 1619: first enslaved Africans brought to Virginia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+2
Standard Description: 1607: three ships of the London Company (later called the Virginia Company) arrive in Virginia, seeking gold and other riches

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+3
Standard Description: Impact of colonization on Native Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+4
Standard Description: Establishment of Jamestown, first continuous English colony in the New World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+5
Standard Description: Trade with Powhatan Native Americans (see also Eastern Woodland people, above)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+6
Standard Description: John Smith

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+7
Standard Description: Pocahontas, marriage to John Rolfe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+8
Standard Description: Diseases kill many people, both colonists and indigenous population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3B-2+9
Standard Description: The Starving Time

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3B-3
Standard Description: Maryland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3B-3+1
Standard Description: A colony established mainly as a refuge for Catholics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3B-3+2
Standard Description: Lord Baltimore

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3B-4
Standard Description: South Carolina

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3B-4+1
Standard Description: Charleston

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3B-4+2
Standard Description: Plantations (rice, indigo) and enslavement of people to provide labor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-3B-5
Standard Description: Georgia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-3B-5+1
Standard Description: James Oglethorpe's plan to establish a colony for English debtors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-3B-6
Standard Description: Enslavement of people in the Southern colonies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-3B-6+1
Standard Description: Economic reasons that the Southern colonies came to rely on the enslavement of people (for example, slave labor on large plantations)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-3B-6+2
Standard Description: The difference between indentured servants and enslaved people: enslaved people seen as property

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-3B-6+3
Standard Description: The Middle Passage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-3C-1
Standard Description: New England colonies: Massachusetts, New Hampshire, Connecticut, Rhode Island

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3C-2
Standard Description: Gradual development of maritime economy: fishing and shipbuilding

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3
Standard Description: Massachusetts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3+1
Standard Description: Colonists seeking religious freedom: in England, an official "established" church (the Church of England), which did not allow people to worship as they chose

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3+2
Standard Description: The Pilgrims

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3+3
Standard Description: The Puritans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-2+1
Standard Description: From England to Holland to Massachusetts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-2+2
Standard Description: 1620: Voyage of the Mayflower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-2+3
Standard Description: Significance of the Mayflower Compact

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-2+4
Standard Description: Plymouth, William Bradford

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-2+5
Standard Description: Helped by the Wampanoag people: Massasoit, Tisquantum (Squanto)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-3+1
Standard Description: Massachusetts Bay Colony, Governor John Winthrop: "We shall be as a city upon a hill."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3C-3-3+2
Standard Description: Emphasis on reading and education, the New England Primer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3C-4
Standard Description: Rhode Island

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3C-4+1
Standard Description: Roger Williams: belief in religious toleration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3C-4+2
Standard Description: Anne Hutchinson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-3D-1
Standard Description: Middle Atlantic colonies: New York, New Jersey, Delaware, Pennsylvania

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3D-2
Standard Description: New York

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3D-2+1
Standard Description: Dutch settlements and trading posts in "New Netherland"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3D-2+2
Standard Description: Dutch West India Company acquires Manhattan Island and Long Island through a (probably misunderstood) purchase from the Native Americans; Dutch establish New Amsterdam (today, New York City).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3D-2+3
Standard Description: English take over from the Dutch, and rename the colony New York.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3D-3
Standard Description: Pennsylvania

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3D-3+1
Standard Description: William Penn

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3D-3+2
Standard Description: Society of Friends, "Quakers"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 3 American History
Unit ID: CKHG-G3-3
Unit Name: The Thirteen Colonies: Life and Times Before the Revolution
Cluster ID: CKHG-G3-3D
Cluster Name: Middle Atlantic Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3D-3+3
Standard Description: Philadelphia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-1A-1
Standard Description: Also known as the Seven Years' War, part of an ongoing struggle between Britain and France for control of colonies in various regions around the world (in this case, in North America)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1A-2
Standard Description: Alliances with Native Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1A-3
Standard Description: The Battle of Quebec

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-1A-4
Standard Description: British victory gains territory but leaves Britain financially weakened.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-1B-1
Standard Description: British taxes, "No taxation without representation"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2
Standard Description: Boston Massacre, Crispus Attucks

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3
Standard Description: Boston Tea Party

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-1B-4
Standard Description: The Intolerable Acts close the port of Boston and require Americans to provide quarters for British troops.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-1B-5
Standard Description: First Continental Congress protests to King George III.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-1B-6
Standard Description: Thomas Paine's Common Sense

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G4-1B-7
Standard Description: Patrick Henry, "Give me liberty or give me death"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-1C-1
Standard Description: Paul Revere's ride, "One if by land, two if by sea"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G4-1C-10
Standard Description: Valley Forge

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G4-1C-11
Standard Description: Benedict Arnold

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1C-2
Standard Description: Lexington and Concord

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1C-2+1
Standard Description: The "shot heard 'round the world"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1C-2+2
Standard Description: Redcoats and Minutemen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1C-3
Standard Description: Bunker Hill

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-1C-4
Standard Description: Second Continental Congress: George Washington appointed commander in chief of Continental Army

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-1C-5
Standard Description: Declaration of Independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-1C-5+1
Standard Description: Primarily written by Thomas Jefferson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-1C-5+2
Standard Description: Adopted July 4, 1776

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-1C-5+3
Standard Description: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-1C-6
Standard Description: Women in the Revolution: Elizabeth Freeman, Deborah Sampson, Phillis Wheatley, Molly Pitcher

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G4-1C-7
Standard Description: Loyalists (Tories)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G4-1C-8
Standard Description: Victory at Saratoga, alliance with France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-1
Unit Name: The American Revolution
Cluster ID: CKHG-G4-1C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G4-1C-9
Standard Description: European helpers (Lafayette, the French fleet, Bernardo de Galvez, Kosciusko, von Steuben)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2A-1
Standard Description: The proposition that "All men are created equal"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2A-2
Standard Description: The responsibility of government to protect the "unalienable rights" of the people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2A-3
Standard Description: Natural rights: "Life, liberty, and the pursuit of happiness"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2A-4
Standard Description: The "right of the people ... to institute new government"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2B-1
Standard Description: Definition of "republican" government: republican = government by elected representatives of the people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2B-2
Standard Description: Articles of Confederation: weak central government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2B-3
Standard Description: "Founding Fathers": James Madison as "Father of the Constitution"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2B-4
Standard Description: Constitutional Convention

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2B-4+1
Standard Description: Arguments between small and large states

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2B-4+2
Standard Description: The divisive issue of slavery, "three-fifths" compromise

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2C-1
Standard Description: Preamble to the Constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2C-2
Standard Description: The separation and sharing of powers in American government: three branches of government:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2C-2+1
Standard Description: Legislative branch: Congress: House of Representatives and Senate, makes laws

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2C-2+2
Standard Description: Executive branch: headed by the president, carries out laws

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2C-2+3
Standard Description: Judicial branch: a court system headed by the Supreme Court (itself headed by the Chief Justice), deals with those who break laws and with disagreements about laws.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2C-3
Standard Description: Checks and balances, limits on government power, veto

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4
Standard Description: The Bill of Rights: first ten amendments to the Constitution, including:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4+1
Standard Description: Freedom of religion, speech, and the press (First Amendment)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4+2
Standard Description: Protection against "unreasonable searches and seizures"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4+3
Standard Description: The right to "due process of law"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4+4
Standard Description: The right to trial by jury

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2C
Cluster Name: The Constitution of the United States
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4+5
Standard Description: Protection against "cruel and unusual punishments"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2D-1
Standard Description: Identify current government officials, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2D-1+1
Standard Description: President and vice-president of the U.S.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2D-1+2
Standard Description: State governor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2D-2
Standard Description: State governments: established by state constitutions (which are subordinate to the U.S. Constitution, the highest law in the land), like the national government, each state government has its legislative, executive, and judicial branches.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2D-3
Standard Description: Local governments: purposes, functions, and officials

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2D-4
Standard Description: How government services are paid for (taxes on individuals and businesses, fees, tolls, etc.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-2
Unit Name: Making a Constitutional Government
Cluster ID: CKHG-G4-2D
Cluster Name: Levels and Functions of Government (National, State, Local)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2D-5
Standard Description: How people can participate in government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-3A-1
Standard Description: Define: cabinet and administration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G4-3A-10
Standard Description: Andrew Jackson, seventh president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G4-3A-10+1
Standard Description: Popular military hero, Battle of New Orleans in War of 1812

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G4-3A-10+2
Standard Description: Presidency of "the common man"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G4-3A-10+3
Standard Description: Native American removal policies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-3A-2
Standard Description: George Washington as first President, Vice-President John Adams

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-3A-3
Standard Description: John Adams, second president, Abigail Adams

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4
Standard Description: National capitol established at Washington, D.C.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-3A-5
Standard Description: Growth of political parties

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-3A-5+1
Standard Description: Arguments between Thomas Jefferson and Alexander Hamilton: two opposed visions of America, as an agricultural or industrial society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-3A-5+2
Standard Description: Present-day system: two main parties (Democrats and Republicans), and independents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-3A-6
Standard Description: Thomas Jefferson, third president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-3A-6+1
Standard Description: Correspondence between Jefferson and Benjamin Banneker

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-3A-6+2
Standard Description: Jefferson as multifaceted leader (architect, inventor, musician, etc.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-3A-6+3
Standard Description: The Louisiana Purchase (review from Grade 1) doubles the nation's size and gains control of Mississippi River.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G4-3A-7
Standard Description: James Madison, fourth president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G4-3A-7+1
Standard Description: War of 1812 (briefly review from Grade 2)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G4-3A-8
Standard Description: James Monroe, fifth president, the Monroe Doctrine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-3
Unit Name: Early Presidents and Politics
Cluster ID: CKHG-G4-3A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G4-3A-9
Standard Description: John Quincy Adams, sixth president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4A-1
Standard Description: Abolitionists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-4A-2
Standard Description: Dorothea Dix and the treatment of the insane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-4A-3
Standard Description: Horace Mann and public schools

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4
Standard Description: Women's rights and the Seneca Falls convention

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4+1
Standard Description: Elizabeth Cady Stanton

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4+2
Standard Description: Lucretia Mott

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4+3
Standard Description: Amelia Bloomer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4+4
Standard Description: Sojourner Truth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-4
Unit Name: Reformers
Cluster ID: CKHG-G4-4A
Cluster Name: Reformers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4+5
Standard Description: Angelina and Sarah Grimké

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G4-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-5A-1
Standard Description: Recognize and become familiar with the significance of

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G4-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-5A-1+1
Standard Description: Spirit of '76 (painting)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G4-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-5A-1+2
Standard Description: White House and Capitol Building

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 4 American History
Unit ID: CKHG-G4-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-G4-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-5A-1+3
Standard Description: Great Seal of the United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1
Standard Description: Geography

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1+1
Standard Description: Rivers: James, Hudson, St. Lawrence, Mississippi, Missouri, Ohio, Columbia, Rio Grande

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1+2
Standard Description: Erie Canal connecting the Hudson River and Lake Erie

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1+3
Standard Description: Appalachian and Rocky Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1+4
Standard Description: Continental Divide and the flow of rivers: east of Rockies to the Arctic or Atlantic Oceans, west of Rockies to the Pacific Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1+5
Standard Description: Great Plains stretching from Canada to Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1A-2
Standard Description: Early exploration of the west, the Louisiana Purchase

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1A-2+1
Standard Description: Daniel Boone, Cumberland Gap, Wilderness Road

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1A-2+2
Standard Description: Lewis and Clark, Sacagawea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1A-2+3
Standard Description: "Mountain men," fur trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1A-2+4
Standard Description: Zebulon Pike, Pike's Peak

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3
Standard Description: Pioneers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3+1
Standard Description: Getting there in wagon trains, flatboats, steamboats, Oregon Trail, Erie Canal, railroads

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3+2
Standard Description: Many pioneers set out from St. Louis (where the Missouri and Mississippi Rivers meet)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3+3
Standard Description: Land routes: Santa Fe Trail and Oregon Trail

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3+4
Standard Description: Mormons (Latter-day Saints) settle in Utah, Brigham Young, Great Salt Lake

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3+5
Standard Description: Gold Rush, '49ers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4
Standard Description: Native American resistance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4+1
Standard Description: More and more settlers move onto Native American lands; treaties made and broken

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4+2
Standard Description: Forced migration, Indian Removal Act, Trail of Tears

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4+3
Standard Description: Tecumseh (Shawnee): attempted to unite tribes in defending their land

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4+4
Standard Description: Battle of Tippecanoe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4+5
Standard Description: Osceola, Seminole leader

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1A-5
Standard Description: "Manifest Destiny" and conflict with Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1A-5+1
Standard Description: The meaning of "manifest destiny"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1A-5+2
Standard Description: Early settlement of Texas: Stephen Austin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1A-5+3
Standard Description: General Antonio Lopez de Santa Anna, Battle of the Alamo ("Remember the Alamo"), Davy Crockett, Jim Bowie

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-1A-6
Standard Description: The Mexican-American War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-1A-6+1
Standard Description: General Zachary Taylor ("Old Rough and Ready")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-1A-6+2
Standard Description: Some Americans strongly oppose the war, Henry David Thoreau's "Civil Disobedience"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1A
Cluster Name: Westward Expansion before the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-1A-6+3
Standard Description: Mexican lands ceded to the United States (California, Nevada, Utah, parts of Colorado, New Mexico, Arizona)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1B-1
Standard Description: Homestead Act (1862), many thousands of Americans and immigrants start farms in the West

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1B-2
Standard Description: "Go west, young man" (Horace Greeley's advice)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1B-3
Standard Description: Oklahoma land rush and further displacement of Native American lands

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1B-4
Standard Description: Railroads, Transcontinental Railroad links east and west, immigrant labor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1B-5
Standard Description: Cowboys, cattle drives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-1B-6
Standard Description: The "wild west," reality versus legend: Billy the Kid, Jesse James, Annie Oakley, Buffalo Bill

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-1B-7
Standard Description: "Buffalo Soldiers," Black American troops in the West

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G5-1B-8
Standard Description: U. S. purchases Alaska from Russia, "Seward's folly"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-1
Unit Name: Westward Expansion
Cluster ID: CKHG-G5-1B
Cluster Name: Westward Expansion after the Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G5-1B-9
Standard Description: 1890: the closing of the American frontier (as acknowledged in the U. S. Census), the symbolic significance of the frontier

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2A-1
Standard Description: Abolitionists: William Lloyd Garrison and The Liberator, Frederick Douglass

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2A-2
Standard Description: Life of enslaved people and rebellions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2A-3
Standard Description: Industrial North versus agricultural South

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-2A-4
Standard Description: Mason-Dixon Line

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-2A-5
Standard Description: Harriet Tubman and the Underground Railroad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-2A-6
Standard Description: Controversy over whether to allow the enslavement of people in territories and new states

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-2A-6+1
Standard Description: Missouri Compromise of 1820

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-2A-6+2
Standard Description: Dred Scott decision allows enslavement of people in the territories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-2A-7
Standard Description: Importance of Harriet Beecher Stowe's Uncle Tom's Cabin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G5-2A-8
Standard Description: John Brown, Harper's Ferry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G5-2A-9
Standard Description: Lincoln: "A house divided against itself cannot stand."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G5-2A-9+1
Standard Description: Lincoln-Douglas debates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G5-2A-9+2
Standard Description: Lincoln elected president; Southern states secede

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2B-1
Standard Description: Fort Sumter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G5-2B-10
Standard Description: Battle of Antietam Creek

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G5-2B-11
Standard Description: The Emancipation Proclamation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G5-2B-12
Standard Description: Gettysburg and the Gettysburg Address

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G5-2B-13
Standard Description: African-American troops, Massachusetts Regiment led by Colonel Shaw

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G5-2B-14
Standard Description: Sherman's march to the sea, burning of Atlanta

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G5-2B-15
Standard Description: Lincoln re-elected, concluding words of the Second Inaugural Address ("With malice toward none, with charity for all. . . .")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G5-2B-16
Standard Description: Richmond (Confederate capital) falls to Union forces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G5-2B-17
Standard Description: Surrender at Appomattox Court House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G5-2B-18
Standard Description: Assassination of Lincoln by John Wilkes Booth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2B-2
Standard Description: Confederacy, Jefferson Davis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2B-3
Standard Description: Yankees and Rebels, Blue and Gray

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-2B-4
Standard Description: Women's role in the war, such as Clara Barton

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-2B-5
Standard Description: First Battle of Bull Run

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-2B-6
Standard Description: Robert E. Lee and Ulysses S. Grant

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-2B-7
Standard Description: General Stonewall Jackson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G5-2B-8
Standard Description: Ironclad ships, battle of the USS Monitor and the CSS Virginia (formerly the USS Merrimack)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G5-2B-9
Standard Description: Federico Fernandez Cavada, a Cuban abolitionist, artist, and officer in the Union Army sketched enemy positions from a hot air balloon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2C-1
Standard Description: The South in ruins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2C-2
Standard Description: Struggle for control of the South, Radical Republicans vs. Andrew Johnson, impeachment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2C-3
Standard Description: Carpetbaggers and scalawags

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-2C-4
Standard Description: Freedmen's Bureau, "40 acres and a mule"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-2C-5
Standard Description: 13th, 14th, and 15th Amendments to the Constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-2C-6
Standard Description: Black Codes, the Ku Klux Klan and "vigilante justice"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-2
Unit Name: The Civil War: Causes, Conflicts, Consequences
Cluster ID: CKHG-G5-2C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-2C-7
Standard Description: End of Reconstruction, Compromise of 1877, all federal troops removed from the South

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3A
Cluster Name: Culture and Life
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3A-1
Standard Description: Great Basin (e.g., Nez Perce)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3A
Cluster Name: Culture and Life
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3A-2
Standard Description: Plateau (e.g., Shoshone and Ute)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3A
Cluster Name: Culture and Life
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3
Standard Description: Plains (e.g., Arapaho, Cheyenne, Lakota [Sioux], Blackfeet, Crow)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3A
Cluster Name: Culture and Life
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3+1
Standard Description: Extermination of bison (review from Grade 2)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3A
Cluster Name: Culture and Life
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3A-4
Standard Description: Pacific Northwest (e.g., Chinook, Kwakiutl, Yakima)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3B
Cluster Name: American Government Policies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1
Standard Description: Bureau of Indian Affairs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3B
Cluster Name: American Government Policies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2
Standard Description: Forced removal to reservations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3B
Cluster Name: American Government Policies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3B-3
Standard Description: Attempts to break down tribal life, assimilation policies, Carlisle School

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3B
Cluster Name: American Government Policies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3B-4
Standard Description: Susan La Flesche Picotte was a Native American doctor and reformer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3C
Cluster Name: Conflicts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3C-1
Standard Description: Sand Creek Massacre

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3C
Cluster Name: Conflicts
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3C-2
Standard Description: Little Big Horn: Chief Crazy Horse, Chief Sitting Bull, Custer's Last Stand

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3C
Cluster Name: Conflicts
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3C-3
Standard Description: The Nez Perce War and Chief Joseph

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3C
Cluster Name: Conflicts
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3C-4
Standard Description: Apache battles and Geronimo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3C
Cluster Name: Conflicts
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-3C-5
Standard Description: Wounded Knee

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-3
Unit Name: Native Americans: Cultures and Conflicts
Cluster ID: CKHG-G5-3C
Cluster Name: Conflicts
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-3C-5+1
Standard Description: Ghost Dance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-4
Unit Name: U. S. Geography
Cluster ID: CKHG-G5-4A
Cluster Name: U. S. Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-4A-1
Standard Description: Locate: Western Hemisphere, North America, Caribbean Sea, Gulf of Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-4
Unit Name: U. S. Geography
Cluster ID: CKHG-G5-4A
Cluster Name: U. S. Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-4A-2
Standard Description: The Gulf Stream, how it affects climate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-4
Unit Name: U. S. Geography
Cluster ID: CKHG-G5-4A
Cluster Name: U. S. Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-4A-3
Standard Description: Regions and their characteristics: New England, Mid-Atlantic, South, Midwest, Great Plains, Rocky Mountain, Southwest, West Coast, Alaska and Hawaii

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 5 American History
Unit ID: CKHG-G5-4
Unit Name: U. S. Geography
Cluster ID: CKHG-G5-4A
Cluster Name: U. S. Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-4A-4
Standard Description: Fifty states and capitals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1
Standard Description: Waves of new immigrants from about 1830 onward

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1+1
Standard Description: Great migrations from Ireland (potato famine), Germany, and Russia (pogroms)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1+2
Standard Description: From about 1880 on, many immigrants arrive from southern and eastern Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1+3
Standard Description: Immigrants from Asian countries, especially China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1+4
Standard Description: Ellis Island, "The New Colossus" (poem on the Statue of Liberty, written by Emma Lazarus)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1+5
Standard Description: Large populations of immigrants settle in major cities, including New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, San Francisco

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1A-2
Standard Description: The tension between ideals and realities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1A-2+1
Standard Description: The metaphor of America as a "melting pot" or "mosaic"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1A-2+2
Standard Description: America perceived as "land of opportunity" vs. resistance, discrimination, and "nativism"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1A-2+3
Standard Description: Resistance to Catholics and Jews

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1A-2+4
Standard Description: Chinese Exclusion Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1
Standard Description: The post-Civil War industrial boom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1+1
Standard Description: The "Gilded Age"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1+2
Standard Description: The growing gap between social classes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1+3
Standard Description: Horatio Alger and the "rags to riches" story

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1+4
Standard Description: Growth of industrial cities: Chicago, Cleveland, Pittsburgh

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1+5
Standard Description: Many thousands of African-Americans move north

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1+6
Standard Description: Urban corruption, "machine" politics: "Boss" Tweed in New York City, Tammany Hall

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2
Standard Description: The condition of labor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2+1
Standard Description: Factory conditions: "sweat shops," long work hours, low wages, women and child laborers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2+2
Standard Description: Unions: American Federation of Labor, Samuel Gompers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2+3
Standard Description: Strikes and retaliation: Haymarket Square; Homestead, Pennsylvania

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2+4
Standard Description: Labor Day

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1B-3
Standard Description: The growing influence of big business: industrialists and capitalists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1B-3+1
Standard Description: "Captains of industry" and "robber barons": Andrew Carnegie, J. P. Morgan, Cornelius Vanderbilt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1B-3+2
Standard Description: New inventions and patents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1B-3+3
Standard Description: John D. Rockefeller and the Standard Oil Company as an example of the growing power of monopolies and trusts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1B-3+4
Standard Description: Capitalists as philanthropists (funding museums, libraries, universities, etc.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-1
Unit Name: Immigration, Industrialization, and Urbanization
Cluster ID: CKHG-G6-1B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-1B-4
Standard Description: "Free enterprise" vs. government regulation of business: Interstate Commerce Act and Sherman Antitrust Act attempt to limit power of monopolies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2A-1
Standard Description: Populism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2A-1+1
Standard Description: Discontent and unrest among farmers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2A-1+2
Standard Description: The gold standard vs. "free silver"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2A-1+3
Standard Description: William Jennings Bryan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2
Standard Description: The Progressive Era

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2+1
Standard Description: "Muckraking": Ida Tarbell on the Standard Oil Company; Upton Sinclair, The Jungle, on the meat packing industry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2+2
Standard Description: Jane Addams: settlement houses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2+3
Standard Description: Jacob Riis, How the Other Half Lives: tenements and ghettos in the modern city

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2+4
Standard Description: President Theodore (Teddy) Roosevelt: conservation and trust-busting

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3
Standard Description: Reform for African-Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+1
Standard Description: Ida B. Wells: campaign against lynching

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+2
Standard Description: Booker T. Washington: Tuskegee Institute, Atlanta Exposition Address, "Cast down your bucket where you are"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+3
Standard Description: W. E. B. DuBois: founding of NAACP, "The problem of the twentieth century is the problem of the color line," The Souls of Black Folk

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2A-4
Standard Description: Women's suffrage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2A-4+1
Standard Description: Susan B. Anthony

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2A-4+2
Standard Description: Nineteenth Amendment (1920)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 6 American History
Unit ID: CKHG-G6-2
Unit Name: Reform
Cluster ID: CKHG-G6-2A
Cluster Name: Reform
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2A-5
Standard Description: The Socialist critique of America: Eugene V. Debs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1A
Cluster Name: How People came to America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1A-1
Standard Description: Various theories regarding early migration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1A
Cluster Name: How People came to America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1A-1+1
Standard Description: Walking over a land bridge (Beringian Land Bridge Theory)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1A
Cluster Name: How People came to America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1A-1+2
Standard Description: Walking across frozen waters and traveling by boat along coastal avenues (Kelp Highway Theory)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1A
Cluster Name: How People came to America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1A-2
Standard Description: Different peoples, with different languages and ways of life, eventually spread out over the North and South American continents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1B-1
Standard Description: The Inca (Peru)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1B-1+1
Standard Description: Skilled warriors, masons, weavers, artists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1B-1+2
Standard Description: Accomplishments: built great cities (Machu Picchu, Cuzco), roads, irrigation systems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1B-1+3
Standard Description: Emperor Atahualpa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1B-2
Standard Description: The Maya (southern Mexico and northern Guatemala)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1B-2+1
Standard Description: Accomplishments as architects and artisans: pyramids and temples

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1B-2+2
Standard Description: Invented a written language, a 365-day calendar, and was one of the earlier societies to conceive of the use of the number zero

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1B-2+3
Standard Description: Potential causes behind the Maya empire decline (extended drought, warfare, overpopulation)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1B-3
Standard Description: The Aztecs (Mexico; capital city, Tenochtitlán)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1B-3+1
Standard Description: A warrior culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1B-3+2
Standard Description: Accomplishments: aqueducts, massive temples

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1B-3+3
Standard Description: Emperor Moctezuma (also spelled Montezuma)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1B-3+4
Standard Description: Practice of human sacrifice

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1B-3+5
Standard Description: Aztec gods: Huitzilopochtli and Quetzalcoatl

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1B-4
Standard Description: Spanish Conquistadors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1B-4+1
Standard Description: Pizzaro and Cortés

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1B-4+2
Standard Description: European weaponry (guns, cannons)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1B
Cluster Name: Indigenous Societies in Central and South America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1B-4+3
Standard Description: Disease (smallpox) devastates indigenous population due to lack of immunity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1C-1
Standard Description: The American Southwest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1C-1+1
Standard Description: Geographic features: mesas, canyons, plateaus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1C-1+2
Standard Description: Ancestral Pueblo, cliff dwellers; "Four Corners"; Potential causes of decline (thin soil, extended drought); Descendants: Pima, Zuni

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-1C-1+3
Standard Description: Navajo, Diné "the people"; Farmers, shepherds, silversmiths

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1C-2
Standard Description: The American Northwest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1C-2+1
Standard Description: Haida; Totem poles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-1C-2+2
Standard Description: Inuit, "the people"; Igloos, ice fishing (freezing fish)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1C-3
Standard Description: The American Northeast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-1C-3+1
Standard Description: Eastern Woodlands, Lake Superior to the Atlantic Coast; "The three sisters," corn, beans, and squash; Wigwams, longhouses; Mahican; Iroquois (Haudenosaunee) Confederacy, system of government; Five Nations: Mohawk, the Onondaga, the Seneca, the Oneida, and the Cayuga

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1C-4
Standard Description: The American Southeast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1C-4+1
Standard Description: Mound Builders (Midwest and Southeast); Farmers; built cities, roads, and marketplaces; Potential cause of decline (foreign disease); Descendants: Creek, Cherokee, Choctaw, and Seminoles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1C-4+2
Standard Description: Creek Confederacy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-1C-4+3
Standard Description: Cherokee; Sequoyah, created written language of Cherokee; legends

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-1C-5
Standard Description: Shared Cultural Traits

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-1C-5+1
Standard Description: Oral traditions, polytheism, shamans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-1
Unit Name: Early Americans and First Europeans
Cluster ID: CKHG-G7-1C
Cluster Name: Indigenous Societies in North America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-1C-5+2
Standard Description: Living as part of one's environment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-10A-1
Standard Description: "Land of opportunity," Emma Lazarus and "Mother of Exiles"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-10A-2
Standard Description: The metaphor of America as a "melting pot" or "mosaic"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10A
Cluster Name: Immigration
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-10A-3
Standard Description: European Immigration and anti-immigrant movement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-10B-1
Standard Description: The post-Civil War industrial boom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-10B-1+1
Standard Description: American industry, producer of a third of the world's manufactured goods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-10B-1+2
Standard Description: Mark Twain and Gilded Age: A Tale of Today

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-10B-1+3
Standard Description: Urban corruption

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-10B-2
Standard Description: The condition of labor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-10B-2+1
Standard Description: Deplorable factory conditions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-10B-2+2
Standard Description: Keating-Owen Child Labor Act, Oliver Wendell Holmes, Fair Labor Standards Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-10B-2+3
Standard Description: Unions and Strikes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-10B-3
Standard Description: Industrialists and capitalists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-10B-3+1
Standard Description: Entrepreneurs, "Captains of industry," and "robber barons"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-10B-3+2
Standard Description: "Free enterprise" vs. government regulation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-10
Unit Name: Immigration, Industrialization, and Urbanization (1865–1914)
Cluster ID: CKHG-G7-10B
Cluster Name: Industrialization and Urbanization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-10B-4
Standard Description: Populism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1
Standard Description: The Progressive Era

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1+1
Standard Description: Technological and scientific process

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1+2
Standard Description: Muckrakers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1+3
Standard Description: Settlement houses: Hull House; Greenwich House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1+4
Standard Description: Conservation and trust-busting

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1+5
Standard Description: John W. Burgess, What is Real Political Progress?, absolutism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-11A-1+6
Standard Description: Laissez-faire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-11A-2
Standard Description: Reform for Black Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-11A-3
Standard Description: Women's suffrage movement and the Nineteenth Amendment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-11A-4
Standard Description: The Socialist critique of America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-11A-4+1
Standard Description: "the capitalist system"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-11A-4+2
Standard Description: Dorothea Dix and the treatment of the insane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-11
Unit Name: Social Movements and Reforms (1865–1920)
Cluster ID: CKHG-G7-11A
Cluster Name: Social Movements and Reforms (1865–1920)
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-11A-4+3
Standard Description: Horace Mann and public schools

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-12A-1
Standard Description: Imperialists and Anti-Imperialists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-12A-1+1
Standard Description: Anti-Imperialist League: Jane Addams, Mark Twain, and Andrew Carnegie

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-12A-1+2
Standard Description: Imperialists: Captain Mahan, Teddy Roosevelt, William McKinley, and James G. Blaine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12A-2
Standard Description: The Spanish-American War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12A-2+1
Standard Description: Explosion onboard the U.S.S. Maine anchored in Cuba's Havana harbor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12A-2+2
Standard Description: Yellow Press: running sensational, exaggerated, or fabricated news stories; Joseph Pulitzer's New York World newspaper and William Randolph Hearst's New York Journal newspaper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12A-2+3
Standard Description: José Martí

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12A-2+4
Standard Description: Teddy Roosevelt and the Rough Riders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12A-2+5
Standard Description: Spain gives the U.S. Guam, Puerto Rico, and the Philippines

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-12A-3
Standard Description: Philippines War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-12A-3+1
Standard Description: War for Filipino independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-12A-3+2
Standard Description: Deadly: 4,200 Americans and perhaps as many as 200,000 Filipinos killed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-12A-3+3
Standard Description: 1946: Philippines gained independence from U.S.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12A
Cluster Name: America Becomes a World Power
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-12A-4
Standard Description: Building the Panama Canal: "Roosevelt Corollary" to the Monroe Doctrine, "Speak softly and carry a big stick."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-12B-1
Standard Description: Entangling defense treaties: Allies vs. Central Powers, Archduke Ferdinand assassinated

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12B-2
Standard Description: The Western Front and Eastern Front

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-12B-3
Standard Description: War of attrition and the scale of losses: Battle of the Marne (1914), new war technologies (for example, machine guns, tanks, airplanes, submarines), trench warfare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-12B-4
Standard Description: U.S. neutrality ends: sinking of the Lusitania; Germany reinstates unrestricted submarine warfare; Zimmermann's telegram; "Make the world safe for democracy"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-12B-5
Standard Description: America in World War I: Two million U.S. soldiers; segregated Black American units; death toll

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-12B-6
Standard Description: Armistice Day, Nov. 11, 1918, abdication of Kaiser Wilhelm II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-12B-7
Standard Description: Treaty of Versailles, New central European states and national boundaries, German reparations and disarmament

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12B
Cluster Name: World War I: "The Great War," 1914–1918
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-12B-8
Standard Description: Woodrow Wilson's 14 Points, League of Nations, concept of collective security

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-12C-1
Standard Description: Largely agrarian society made up of poor, struggling peasants ruled by Tsar Nicholas II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-12C-2
Standard Description: Tensions in the Russian identity: Westernizers vs. traditionalists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-12C-3
Standard Description: Revolution of 1905, "Bloody Sunday," Russo-Japanese War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-12C-4
Standard Description: The last czar: Nicholas II and Alexandra

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-12C-5
Standard Description: Economic strains of World War I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-12C-6
Standard Description: Revolutions of 1917: March Revolution ousts Czar; October Revolution: Bolsheviks, Lenin and revolutionary Marxism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-12
Unit Name: World War I
Cluster ID: CKHG-G7-12C
Cluster Name: First World War in Russia and Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-12C-7
Standard Description: Civil War: Bolsheviks defeat Czarist counterrevolution, Bolsheviks become the Communist Party, creation of the Soviet Union

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-13A-1
Standard Description: Isolationism: restrictions on immigration, Red Scare, Sacco and Vanzetti, Ku Klux Klan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-13A-10
Standard Description: Pioneers of flight: Charles Lindbergh, Amelia Earhart

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G7-13A-11
Standard Description: Decline of rural population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-13A-2
Standard Description: The "Roaring Twenties": flappers, prohibition and gangsterism, St. Valentine's Day Massacre, Al Capone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-13A-3
Standard Description: The Lost Generation: Ernest Hemingway, F. Scott Fitzgerald

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-13A-4
Standard Description: Scopes "Monkey Trial"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-13A-5
Standard Description: Women's right to vote: Nineteenth Amendment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13A-6
Standard Description: Harlem Renaissance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13A-6+1
Standard Description: Black Americans exodus from segregated South to northern cities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13A-6+2
Standard Description: Zora Neal Hurston, Countee Cullen, Langston Hughes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13A-6+3
Standard Description: "The Jazz Age": Duke Ellington, Louis Armstrong Marcus Garvey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13A-6+4
Standard Description: Marcus Garvey, Pan-Africanist and Black nationalist movement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-13A-7
Standard Description: Technological advances: Henry Ford's assembly line production, Model T

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-13A-8
Standard Description: Residential electrification: mass ownership of radio, Will Rogers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13A
Cluster Name: The Twenties
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-13A-9
Standard Description: Movies: from silent to sound, Charlie Chaplin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-13B-1
Standard Description: Wall Street stock market Crash of '29, "Black Tuesday"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-13B-2
Standard Description: Hoover insists on European payment of war debts, Hawley-Smoot Tariff Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-13B-3
Standard Description: Mass unemployment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-13B-4
Standard Description: Agricultural prices collapse following European peace

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-13B-5
Standard Description: Factory mechanization eliminates jobs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13B-6
Standard Description: Bonus Army

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13B
Cluster Name: The Great Depression
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-13B-7
Standard Description: "Hoovervilles"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-13C-1
Standard Description: Franklin Delano Roosevelt: "The only thing we have to fear is fear itself"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-13C-10
Standard Description: British economist John Maynard Keynes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-13C-2
Standard Description: New social welfare programs: Social Security

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-13C-3
Standard Description: New regulatory agencies: Securities and Exchange Commission, National Labor Relations Board

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-13C-4
Standard Description: Federal-government-owned corporation: Tennessee Valley Authority

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-13C-5
Standard Description: Eleanor Roosevelt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-13C-6
Standard Description: Roosevelt's use of executive power: "Imperial Presidency", "court packing"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-13C-7
Standard Description: The Dust Bowl: "Okie" migration, John Steinbeck's The Grapes of Wrath

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-13C-8
Standard Description: Unions: John L. Lewis and the CIO (Congress of Industrial Organizations), A. Philip Randolph, Memorial Day Massacre

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-13
Unit Name: The Twenties and the Great Depression (1919–1939)
Cluster ID: CKHG-G7-13C
Cluster Name: The New Deal
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-13C-9
Standard Description: Protests: Huey Long, American Communist Party, Upton Sinclair

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14A
Cluster Name: Origins of the Second World War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-14A-1
Standard Description: Rising totalitarianism in Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14A
Cluster Name: Origins of the Second World War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14A-2
Standard Description: Italy: Mussolini establishes fascism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14A
Cluster Name: Origins of the Second World War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14A-3
Standard Description: Germany: Weimar Republic, economic repercussions of WWI; Adolf Hitler and the rise of Nazi totalitarianism: cult of the Führer (“leader”), Mein Kampf; Nazism and the ideology of fascism, in contrast to communism and democracy; Racial doctrines of the Nazis: anti-Semitism, the concept of Lebensraum (literally, “living space”) for the “master race,” Kristallnacht; The Third Reich before the War: Gestapo, mass propaganda, book burning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14A
Cluster Name: Origins of the Second World War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-14A-4
Standard Description: The Soviet Union: Communist totalitarianism: Josef Stalin, “Socialism in one country;” Collectivization of agriculture; The Great Purge

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14A
Cluster Name: Origins of the Second World War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-14A-5
Standard Description: Spanish Civil War: Franco

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14B
Cluster Name: Onset of World War II in Europe
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-14B-1
Standard Description: Hitler defies Versailles Treaty: reoccupation of Rhineland, Anschluss, annexation of Austria

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14B
Cluster Name: Onset of World War II in Europe
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14B-2
Standard Description: Appeasement: Munich Agreement, "peace in our time"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14B
Cluster Name: Onset of World War II in Europe
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14B-3
Standard Description: Soviet-Nazi Nonaggression Pact

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14B
Cluster Name: Onset of World War II in Europe
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-14B-4
Standard Description: Blitzkrieg: invasion of Poland, fall of France, Dunkirk

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14B
Cluster Name: Onset of World War II in Europe
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-14B-5
Standard Description: Battle of Britain: Winston Churchill, "nothing to offer but blood, toil, tears, and sweat"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14C
Cluster Name: The United States in the Early Years of the War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-14C-1
Standard Description: Isolationism: Neutrality Acts, America First movement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14C
Cluster Name: The United States in the Early Years of the War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14C-2
Standard Description: American Lend-Lease supplies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14C
Cluster Name: The United States in the Early Years of the War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14C-3
Standard Description: Hitler invades Soviet Union: battles of Leningrad and Stalingrad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14C
Cluster Name: The United States in the Early Years of the War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-14C-4
Standard Description: The Holocaust: Millions killed, including six millions Jews; "final solution;" concentration camps

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14C
Cluster Name: The United States in the Early Years of the War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-14C-5
Standard Description: Four Freedoms Speech, Atlantic Charter, U.N.'s Universal Declaration of Human Rights (1948)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-14D-1
Standard Description: Roosevelt applies economic pressure on Japan to leave China; embargo on sale of industrial machinery, aviation fuel, and scrap iron to Japan; freezing Japanese assets invested in the U.S.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14D-2
Standard Description: Pearl Harbor (December 7, 1941)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14D-2+1
Standard Description: Japanese attack on U.S. naval base, Pearl Harbor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14D-2+2
Standard Description: Roosevelt: "a date which will live in infamy,"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14D-3
Standard Description: U.S. mobilization for war: War Production Board; Roosevelt pledge that the U.S. would become "the arsenal of democracy"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14D-3+1
Standard Description: Rationing on the home front: ration cards/stamps, "victory gardens," collecting metal, rubber, clothing, and paper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14D-3+2
Standard Description: Financing the war effort: war bonds, increased income taxes, federal deficit spending

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14D-3+3
Standard Description: Desegregation of defense industries, "Rosie the Riveter," Double V campaign, Executive Order 8802

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-14D-4
Standard Description: Internment of Japanese Americans: 112,000 Japanese Americans (79,000 American citizens) placed in internment camps in the American West

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-14D-5
Standard Description: Segregated Military: More than a million Black Americans and half-a-million Mexican Americans served in U.S. military during WWII; Tuskegee Airmen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-14D-6
Standard Description: War in Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-14D-6+1
Standard Description: D-Day: Allied invasion of Normandy, General Dwight Eisenhower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-14D-6+2
Standard Description: Battle of the Bulge

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-14D-6+3
Standard Description: Surrender of Germany, Soviet Army takes Berlin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-14D-7
Standard Description: War in the Pacific

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-14D-7+1
Standard Description: Bataan Death March, kamikaze attacks

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-14D-7+2
Standard Description: Battle of Midway

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-14D-7+3
Standard Description: Island amphibious landings: Guadalcanal, Iwo Jima

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-14D-7+4
Standard Description: Manhattan Project: nuclear bomb

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14D
Cluster Name: The United States Enters the War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-14D-7+5
Standard Description: Surrender of Japan: Atom bombs dropped on Hiroshima and Nagasaki, the Enola Gay, U.S. dictates pacifist constitution for Japan, Emperor Hirohito

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14E
Cluster Name: Immediate Aftermath
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-14E-1
Standard Description: Yalta and Potsdam Conference, Nuremberg war crimes trials

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14E
Cluster Name: Immediate Aftermath
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-14E-2
Standard Description: Creation of United Nations: Security Council, Universal Declaration of Human Rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-14
Unit Name: World War II (1935–1945)
Cluster ID: CKHG-G7-14E
Cluster Name: Immediate Aftermath
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-14E-3
Standard Description: United States emerges as an economic powerhouse and a military superpower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-15A-1
Standard Description: United States, "First World"; Soviet Union "Second World"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15A-2
Standard Description: Truman Doctrine, policy of containment of communism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15A-3
Standard Description: Formation of NATO, Warsaw Pact

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-15A-4
Standard Description: The "Iron Curtain" (Churchill)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15A-5
Standard Description: Post-WWII devastation in Europe, Marshall Plan, Bretton Woods Conference

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-15A-6
Standard Description: Berlin Airlift

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15A-7
Standard Description: Soviet satellite states and repression

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15A-7+1
Standard Description: Eastern European resistance, Hungarian Revolution, Prague Spring

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15A-7+2
Standard Description: Berlin Wall

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15A
Cluster Name: Origins of the Cold War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-15A-8
Standard Description: Western fear of communist expansion, Soviet fear of capitalist influences

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15B
Cluster Name: The Korean War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-15B-1
Standard Description: 1945: Division of North and South Korea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15B
Cluster Name: The Korean War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15B-2
Standard Description: Chinese entry, removal of MacArthur

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15B
Cluster Name: The Korean War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15B-3
Standard Description: Partition of Korea, truce line near the 38th Parallel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-15C-1
Standard Description: McCarthyism, House Un-American Activities Committee, "witch hunts," Hollywood Blacklist; Spy cases: Alger Hiss, Julius and Ethel Rosenberg

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15C-2
Standard Description: The Eisenhower Years

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15C-2+1
Standard Description: Secret operations, CIA, FBI's anticommunist counterintelligence program, COINTELPRO, J. Edgar Hoover

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15C-2+2
Standard Description: U-2 incident, Soviet Sputnik satellite, "Missile Gap", Yuri Gagarin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15C-3
Standard Description: The Kennedy Years

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15C-3+1
Standard Description: "Ask not what your country can do for you . . ."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15C-3+2
Standard Description: Attack on organized crime, Robert F. Kennedy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15C-3+3
Standard Description: Cuban Missile Crisis, Fidel Castro, Bay of Pigs invasion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15C-3+4
Standard Description: Nuclear deterrence, "mutual assured destruction," Nuclear Test Ban Treaty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15C-3+5
Standard Description: Kennedy assassination in 1963, Lee Harvey Oswald, Warren Commission

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-15C-4
Standard Description: Space exploration, U.S. moon landing, Neil Armstrong

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15C
Cluster Name: America in the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15C-5
Standard Description: American culture in the '50s and '60s, Levittown and the rise of the suburban lifestyle, automobile-centered city planning, Influence of television, Baby Boom generation, rock and roll, Woodstock festival, Twenty-sixth Amendment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-15D-1
Standard Description: French Indochina War: Dien Bien Phu, Ho Chi Minh, Viet Cong

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15D-2
Standard Description: Domino Theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15D-3
Standard Description: U.S. takes charge of the war, Special Forces, Tonkin Gulf Resolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-15D-4
Standard Description: Tet Offensive, My Lai Massacre, "Agent Orange"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15D-5
Standard Description: Antiwar protests, Kent State, The Pentagon Papers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-15D-6
Standard Description: American disengagement, Nixon's "Vietnamization" policy, Kissinger, War Powers Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15D
Cluster Name: The Vietnam War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15D-7
Standard Description: Watergate scandal, resignation of Nixon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-15E-1
Standard Description: Segregation: Plessy v. Ferguson, doctrine of "separate but equal," "Jim Crow" laws

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15E-2
Standard Description: Post-war steps toward desegregation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15E-2+1
Standard Description: Jackie Robinson breaks color barrier in baseball

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15E-2+2
Standard Description: Truman desegregates Armed Forces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15E-2+3
Standard Description: Adam Clayton Powell, Harlem congressman

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15E-2+4
Standard Description: Integration of public schools: Brown v. Board of Education (1954), Thurgood Marshall

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-15E-2+5
Standard Description: "Little Rock Nine;"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-15E-3
Standard Description: Murder of Emmett Till; Rosa Parks and the Montgomery Bus Boycott

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-15E-4
Standard Description: Southern "massive resistance": Federal troops open schools in Little Rock, Arkansas, Murder of Medgar Evers; Alabama Governor George Wallace "stands in schoolhouse door"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5
Standard Description: Nonviolent challenges to segregation:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5+1
Standard Description: Woolworth lunch counter sit-ins, "passive-resistance"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5+2
Standard Description: CORE, Freedom riders, John Lewis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5+3
Standard Description: Black voter registration drives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5+4
Standard Description: Martin Luther King, Jr.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5-4+1
Standard Description: Southern Christian Leadership Conference

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5-4+2
Standard Description: March on Washington, "I have a dream" speech

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5-4+3
Standard Description: "Letter from Birmingham Jail"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-15E-5-4+4
Standard Description: Selma to Montgomery March

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-15E-6
Standard Description: President Johnson and the civil rights movement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-15E-6+1
Standard Description: The "Great Society," "War on Poverty," Medicare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-15E-6+2
Standard Description: Civil Rights Act of 1964, Voting Rights Act of 1965, affirmative action

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15E-7
Standard Description: Black American militancy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15E-7+1
Standard Description: Malcolm X

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15E-7+2
Standard Description: Black Power, Black Panthers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-15E-7+3
Standard Description: Watts and Newark riots

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-15
Unit Name: Postwar America and the Cold War, Vietnam, and the Age of Civil Rights (1945–1975)
Cluster ID: CKHG-G7-15E
Cluster Name: The Civil Rights Movement During the Cold War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-15E-8
Standard Description: Assassinations of Martin Luther King, Jr., and Robert F. Kennedy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16A
Cluster Name: Social and Technological Change
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-16A-1
Standard Description: New technologies: Personal computers, cable television, video games, Internet, email

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16A
Cluster Name: Social and Technological Change
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-16A-2
Standard Description: Medical advancements: MRI and CAT scan machines, mapping of the human genome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16A
Cluster Name: Social and Technological Change
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16A-3
Standard Description: Shifts in pop culture: Advent of rap and hip hop, television that reflected divisions and social tensions in American society, introduction to the 24-hour news cycle (CNN)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16B
Cluster Name: The Rise of Social and Environmental Activism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-16B-1
Standard Description: American Indian Movement (AIM), Indian Self-Determination and Education Assistance Act, Russell Means and Dennis Banks

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16B
Cluster Name: The Rise of Social and Environmental Activism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-16B-2
Standard Description: Ceasar Chavez and the United Farm Workers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16B
Cluster Name: The Rise of Social and Environmental Activism
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16B-3
Standard Description: Stonewall Riots

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16B
Cluster Name: The Rise of Social and Environmental Activism
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-16B-4
Standard Description: Feminist movement: "women's liberation," Betty Friedan, National Organization for Women, Roe v. Wade, Failure of the Equal Rights Amendment, Title IX

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16B
Cluster Name: The Rise of Social and Environmental Activism
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16B-5
Standard Description: Civil Rights for Black Americans: Fair Housing Act, busing school children to achieve racial integration in public schools, Affirmative Action

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16B
Cluster Name: The Rise of Social and Environmental Activism
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-16B-6
Standard Description: Emergence of environmentalism: Rachel Carson, Silent Spring; Environmental Protection Agency; Earth Day; Clean Air and Water Acts; Disasters such as Love Canal, Three Mile Island, Chernobyl, Exxon Valdez; Climate change

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-16C-1
Standard Description: Gerald Ford, 38th President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-16C-1+1
Standard Description: "Whip Inflation Now" (WIN), stagflation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-16C-1+2
Standard Description: Energy Policy Conservation Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-16C-2
Standard Description: Jimmy Carter, 39th President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-16C-2+1
Standard Description: Camp David Accords

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-16C-2+2
Standard Description: Withdrawal from the Strategic Arms Limitation Treaty (SALT II), embargo of American grain shipments to the U.S.S.R

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-16C-2+3
Standard Description: Tehran hostage crisis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3
Standard Description: Ronald Reagan, 40th President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3+1
Standard Description: The "New Right," Reaganomics, national debt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3+2
Standard Description: Court appointments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3+3
Standard Description: The "Great Communicator"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3+4
Standard Description: HIV/AIDS epidemic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3+5
Standard Description: Relations between the U.S. and Soviet Union, nuclear arms reduction treaty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-16C-3+6
Standard Description: Iran-Contra Affair

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-16C-4
Standard Description: George H. W. Bush, 41st President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-16C-4+1
Standard Description: End of the Cold War, Fall of the Berlin Wall

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-16C-4+2
Standard Description: Tiananmen Square, end to apartheid and release of Nelson Mandela, Los Angles riots

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-16C-4+3
Standard Description: The Gulf War: Iraqi invasion of Kuwait, Saddam Hussain, "Operation Desert Storm"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16C-5
Standard Description: Bill Clinton, 42nd President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16C-5+1
Standard Description: NAFTA (the North American Free Trade Agreement)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16C-5+2
Standard Description: Newt Gingrich, "Contract with America"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16C-5+3
Standard Description: Interventions in Somalia and the Balkans: "Black Hawk Down," the Dayton Accords

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16C-5+4
Standard Description: Terrorism: 1993 truck bombing at the World Trade Center; U.S. embassy bombings in Kenya and Tanzania; bombing outside the Alfred P. Murrah Federal Building in Oklahoma City

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-16
Unit Name: The United States at Home and on the World Stage (1975–2000)
Cluster ID: CKHG-G7-16C
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-16C-5+5
Standard Description: Impeachment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17A-1
Standard Description: Smart phones and social media

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17A-1+1
Standard Description: 2007: Introduction of the iPhone and "smartphone revolution"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17A-1+2
Standard Description: Social media giants: Facebook (2004), Twitter (2006), Instagram (2010), TikTok (2016)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17A-2
Standard Description: Changes and Challenges

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17A-2+1
Standard Description: Technological change, globalization, and the decline of unions contribute to U.S.'s growing economic divide; "Hollowing out of the middle class"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17A-2+2
Standard Description: Trade tensions between the U.S. and China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17A-2+3
Standard Description: Climate Change

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17A-2+4
Standard Description: Social and racial inequities and the fight for equal rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17A-3
Standard Description: Native Americans in the twenty-first century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17A-3+1
Standard Description: Native American pride and heritage celebrations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17A-3+2
Standard Description: Way of life: successes and continued struggles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17A
Cluster Name: American Society in the Early Twenty-First Century
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17A-3+3
Standard Description: President Obama describes poverty and high school dropout rate among Native Americans as "a moral call to action."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17B-1
Standard Description: Party Politics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17B-1+1
Standard Description: The Republican Party: strength among conservative voters in rural areas across much of the South and Midwest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17B-1+2
Standard Description: The Democratic Party: strength among moderate and liberal voters in urban areas in Northeast, Mid-Atlantic, and West Coast states

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-17B-1+3
Standard Description: Gerrymandering

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2
Standard Description: George W. Bush, 43rd President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+1
Standard Description: Election of 2000

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+2
Standard Description: Court appointees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+3
Standard Description: Tax cuts, national debt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+4
Standard Description: No Child Left Behind

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+5
Standard Description: September 11, 2001 terrorist attack, Osama bin Laden and Al-Qaeda, "war against terrorism"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+6
Standard Description: Iraq War, Weapons of Mass Destruction, Hussein overthrown

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+7
Standard Description: USA Patriot Act, Department of Homeland Security

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+8
Standard Description: Hurricane Katrina

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-17B-2+9
Standard Description: The "Great Recession"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3
Standard Description: Barrack Obama, 44th President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+1
Standard Description: First Black American president in U.S. history

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+2
Standard Description: Court appointees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+3
Standard Description: The "Great Recession," Dodd-Frank Wall Street Reform and Consumer Protection Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+4
Standard Description: Affordable Care Act ("Obamacare")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+5
Standard Description: Use of drones; counterattacks against ISIL

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+6
Standard Description: Iran Nuclear Deal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+7
Standard Description: U.S. relations with Cuba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-17B-3+8
Standard Description: Paris Climate Agreement, Climate Action Plan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-17B-4
Standard Description: Donald Trump, 45th President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-17B-4+1
Standard Description: Tax cuts, increased military spending, protectionist on trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-17B-4+2
Standard Description: Court appointees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-17B-4+3
Standard Description: Pulled the U.S. out of the Paris Climate Agreement and Iran Nuclear deal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-17B-4+4
Standard Description: Impeachment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-17B-5
Standard Description: Joe Biden, 46th President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-17B-5+1
Standard Description: Oldest president in U.S. history

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-17
Unit Name: The Challenges Ahead and Powerful Voices (2001–Present)
Cluster ID: CKHG-G7-17B
Cluster Name: Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-17B-5+2
Standard Description: Kamala Harris, first female, first Black American, and first Asian American to serve as Vice President in U.S. history

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2A
Cluster Name: The Vikings
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-2A-1
Standard Description: Norsemen from Scandinavia (Sweden, Denmark, Norway), earliest known Europeans to arrive in North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2A
Cluster Name: The Vikings
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2A-2
Standard Description: Bjarni Herjolfsson, first European to "see" North America (northeastern Canada)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2A
Cluster Name: The Vikings
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2A-3
Standard Description: Eric the Red, first European believed to find Greenland; son, Leif Ericson (Leif "the Lucky") found "Vinland" (believed to be Nova Scotia)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-2B-1
Standard Description: Spices used to flavor and preserve food; long travel routes to acquire Asian spices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2B-2
Standard Description: Arab traders and the Spice Islands; Venetian merchants

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2B-3
Standard Description: Marco Polo and the Mongols

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2B-3+1
Standard Description: Diplomatic missions in service to Kublai Khan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2B-3+2
Standard Description: The Travels of Marco Polo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-2B-4
Standard Description: Turkish Trade Route Barrier

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2B
Cluster Name: Quest For Spices
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-2B-5
Standard Description: Search for a New Route: Prince Henry, Bartolomeu Dias, Vasco da Gama; Trading posts along the Swahili Coast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2C
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-2C-1
Standard Description: Columbus' proposed all-water route to Asia; Landfall in Hispaniola on October 12, 1492

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2C
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2C-2
Standard Description: Impact of Exploration and Settlement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2C
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2C-3
Standard Description: Spanish Conquistadors: Vasco Núñez de Balboa, Juan Ponce de León, Hernando de Soto, Pedro Menéndez de Avilés, Francisco Vázquez de Coronado, and Juan de Oñate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2C
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-2C-4
Standard Description: Gold seekers, founding of St. Augustine, Spanish missions, "Seven Cities of Cibola" (of Gold), de Oñate's slaughter and enslavement of indigenous people, Pope's Revolt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2C
Cluster Name: Early Spanish Exploration and Settlement
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-2C-5
Standard Description: Bartolomé de las Casas and the encomienda system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-2D-1
Standard Description: Search for a river passage through the American continent to Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2D-2
Standard Description: French

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2D-2+1
Standard Description: Explorers: Giovanni da Verrazzano, Jacques Cartier, Samuel de Champlain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2D-2+2
Standard Description: Fishing, fur trapping, and trading in Canada

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-2D-2+3
Standard Description: Relationship with indigenous people and settlement of New France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2D-3
Standard Description: Dutch

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-2D-3+1
Standard Description: Henry Hudson, the Hudson River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-2D-4
Standard Description: English

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-2
Unit Name: European Exploration and Colonization of the Americas
Cluster ID: CKHG-G7-2D
Cluster Name: Search for the Northwest Passage
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-2D-4+1
Standard Description: John Cabot, Newfoundland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3A
Cluster Name: Beginnings of English Colonization in North America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-3A-1
Standard Description: Francis Drake and defeat of the Spanish armada

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3A
Cluster Name: Beginnings of English Colonization in North America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3A-2
Standard Description: Joint-stock companies provide grants to wealthy people and businesses to build colonies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3A
Cluster Name: Beginnings of English Colonization in North America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3A-3
Standard Description: 1585: Sir Walter Raleigh established first colony in North America (Roanoke Island); Later remembered as the "Lost Colony"; "Croatoan" carving

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-3B-1
Standard Description: Founded as economic centers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3B-2
Standard Description: Virginia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3B-2+1
Standard Description: 1607: The London Company (later called the Virginia Company) established the colony of Jamestown

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3B-2+2
Standard Description: Virginia climate; conflicts with Powhatan Confederacy; Chief Powhatan (Wahunsenacawh); Starving Time

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3B-2+3
Standard Description: Captain John Smith; as leader imposed mandatory work to support self-sufficiency and maintain peace with Powhatans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3B-2+4
Standard Description: Pocahontas; daughter of Chief Powhatan; friendship with John Smith; marriage to John Rolfe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3B-2+5
Standard Description: Discovery of (cash crop) tobacco, development of plantations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3B-3
Standard Description: Maryland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3B-3+1
Standard Description: Named in honor of English Queen, Henrietta Maria

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3B-3+2
Standard Description: Granted to Sir George Calvert, Lord Baltimore (proprietary colony)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3B-3+3
Standard Description: Haven for Roman Catholics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3B-4
Standard Description: Carolinas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3B-4+1
Standard Description: Colonists planted rice and sugarcane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-3B-5
Standard Description: Georgia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-3B-5+1
Standard Description: Established as a colony for prisoners and debtors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-3B-5+2
Standard Description: General James Oglethorpe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-3B-6
Standard Description: Enslavement of people in the Americas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-3B-6+1
Standard Description: 1415: European involvement in the African slave trade; Prince Henry of Portugal; The Middle Passage; Elmina Castle (Ghana)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-3B-6+2
Standard Description: Plantations, labor-intensive work; Enslaved indigenous people used to provide labor but many die (lack of resistance to foreign disease and war); Portuguese and Spanish import enslaved people to provide the labor; English first use enslaved people to provide labor in colonized islands in the Caribbean; Dutch take over the spice trade and much of the Atlantic slave trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3B
Cluster Name: Southern Colonies
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-3B-6+3
Standard Description: 1619: First enslaved Africans brought to Virginia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-3C-1
Standard Description: Founded as religious sanctuaries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3C-2
Standard Description: Massachusetts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3C-2+1
Standard Description: Pilgrims; Mayflower Compact, common house, Wampanoag people; Samoset, Squanto, Massasoit, John Carver, William Bradford

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3C-2+2
Standard Description: Puritans; A Modell of Christian Charity, The New England Primer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3C-3
Standard Description: Rhode Island

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3C-3+1
Standard Description: Anne Hutchinson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3C-3+2
Standard Description: Roger Williams, Narragansett people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3C-4
Standard Description: New Hampshire, Connecticut, Maine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3C
Cluster Name: New England Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3C-4+1
Standard Description: Thomas Hooker, Fundamental Orders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-3D-1
Standard Description: Founded for both economical profit and as a religious sanctuary

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-3D-2
Standard Description: Most populous cities, most diverse population, and highest number of free Black Americans of the colonies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3D-3
Standard Description: New York

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-3D-3+1
Standard Description: Dutch territories; 1664: War between England and the Netherlands, Duke of York; Establishment of New York City

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3D-4
Standard Description: Pennsylvania

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3D-4+1
Standard Description: William Penn

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3D-4+2
Standard Description: Quakers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-3
Unit Name: European (English) Colonization of North America (1500–1750)
Cluster ID: CKHG-G7-3D
Cluster Name: Middle Colonies
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-3D-4+3
Standard Description: Philadelphia, second-largest city in the British Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-4A-1
Standard Description: Also known as the Seven Years' War, part of an ongoing struggle between Britain and France for control of colonies in various regions around the world (in this case, in North America)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-4A-2
Standard Description: Alliances with Native Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-4A-3
Standard Description: The Battle of Quebec, James Wolfe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-4A-4
Standard Description: Colonel George Washington

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4A
Cluster Name: Background: The French and Indian War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-4A-5
Standard Description: Pontiac's War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-4B-1
Standard Description: British taxes to pay for war debts: Stamp Act; "The rights of Englishmen;" "No taxation without representation"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-4B-1+1
Standard Description: Quartering Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-4B-1+2
Standard Description: Townshend Acts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-4B-2
Standard Description: Sam Adams, Sons of Liberty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-4B-3
Standard Description: Boston Massacre, Crispus Attucks, Paul Revere's cooper engraving

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-4B-4
Standard Description: Tea Act, Boston Tea Party

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-4B-5
Standard Description: The Intolerable Acts close the port of Boston and require Americans to provide quarters for British troops

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-4B-6
Standard Description: First Continental Congress protests to King George III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4B
Cluster Name: Causes and Provocations
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-4B-7
Standard Description: Patrick Henry, "Give me liberty or give me death"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-4C-1
Standard Description: William Dawes, Paul Revere's ride, "One if by land, two if by sea"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-4C-10
Standard Description: Battles of Trenton and Saratoga, French alliance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G7-4C-11
Standard Description: Valley Forge, Frederick von Steuben

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G7-4C-12
Standard Description: John Paul Jones: "I have not yet begun to fight."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G7-4C-13
Standard Description: Benedict Arnold

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G7-4C-14
Standard Description: Loyalists (Tories)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G7-4C-15
Standard Description: Cornwallis: Surrender at Yorktown

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-4C-2
Standard Description: Lexington and Concord

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-4C-2+1
Standard Description: Ralph Waldo Emerson, The "shot heard 'round the world"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-4C-2+2
Standard Description: Redcoats and Minutemen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-4C-3
Standard Description: Second Continental Congress: George Washington appointed commander in chief of Continental Army

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-4C-4
Standard Description: Bunker Hill (Breed's Hill)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-4C-5
Standard Description: Declaration of Independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-4C-5+1
Standard Description: Primarily written by Thomas Jefferson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-4C-5+2
Standard Description: Adopted July 4, 1776

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-4C-5+3
Standard Description: Use of the term, "Natural Rights"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-4C-6
Standard Description: British army compared to Continental army (funding, resources)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-4C-7
Standard Description: Women in the Revolution: Deborah Sampson, Molly Pitcher

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-4C-8
Standard Description: Black Americans in the Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-4C-8+1
Standard Description: Majority of Black Americans supported the British side; Approximately five thousand fought on the colonists' side

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-4C-8+2
Standard Description: Salem Poor, Peter Salem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-4
Unit Name: The Revolutionary War (1750–1783)
Cluster ID: CKHG-G7-4C
Cluster Name: The Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-4C-9
Standard Description: Nathan Hale: "I only regret that I have but one life to lose for my country."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-5A-1
Standard Description: The Age of Enlightenment: John Locke: Jean Jacques Rousseau

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-5A-2
Standard Description: "Natural Rights" and "the consent of the governed"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-5A-3
Standard Description: The responsibility of government to protect the "unalienable rights" of the people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5A
Cluster Name: Main Ideas Behind the Declaration of Independence
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-5A-4
Standard Description: Concept of a "limited government"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-5B-1
Standard Description: Second Continental Congress

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-5B-2
Standard Description: Northwest Ordinance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-5B-3
Standard Description: Articles of Confederation: weak central government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-5B-4
Standard Description: James Madison and Alexander Hamilton

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-5B-5
Standard Description: Definition of "republican" government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-5B-6
Standard Description: 1787: The Constitutional Convention

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-5B-6+1
Standard Description: The Virginia Plan vs. the New Jersey Plan; Separation of powers (legislative, executive, judicial); Houses of government and number of representatives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-5B-6+2
Standard Description: Roger Sherman, bicameral system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-5B-6+3
Standard Description: Three-Fifths Compromise

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-5B-6+4
Standard Description: September 17, 1787: signing of the new constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-5B-7
Standard Description: Federalists vs Anti-Federalists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-5B-8
Standard Description: The Federalist Papers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-5
Unit Name: Creating a Constitution for the United States (1783–Present)
Cluster ID: CKHG-G7-5B
Cluster Name: Making a New Government: From the Declaration to the Constitution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-5B-9
Standard Description: Bill of Rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-6A-1
Standard Description: Electoral college

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-6A-10
Standard Description: Andrew Jackson, seventh president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-6A-10+1
Standard Description: Presidency of "the common man"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-6A-10+2
Standard Description: Native American removal policies (Indian Removal Act)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-6A-2
Standard Description: George Washington, first president, first inaugural ceremony, setting precedents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-6A-3
Standard Description: Early judicial system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-6A-4
Standard Description: District of Columbia established as national capitol

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-6A-4+1
Standard Description: Pierre L'Enfant and Benjamin Banneker

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-6A-4+2
Standard Description: Correspondence between Jefferson and Benjamin Banneker

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-6A-5
Standard Description: John Adams, second president, Abigail Adams, the President's House (the White House)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-6A-6
Standard Description: Thomas Jefferson, third president, Louisiana Purchase, Embargo Act of 1807

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-6A-7
Standard Description: James Madison, fourth president, "Father of the Constitution"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-6A-8
Standard Description: James Monroe, fifth president, purchase of Florida, the Monroe Doctrine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6A
Cluster Name: Early Presidents and Politics
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-6A-9
Standard Description: John Quincy Adams, sixth president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6B
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-6B-1
Standard Description: President James Madison and Dolley Madison

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6B
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-6B-2
Standard Description: British impressment of American sailors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6B
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-6B-3
Standard Description: British burn the White House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6B
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-6B-4
Standard Description: Fort McHenry, Francis Scott Key, and "The Star-Spangled Banner"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-6
Unit Name: The New Republic and the War of 1812 (1789–1820s)
Cluster ID: CKHG-G7-6B
Cluster Name: The War of 1812
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-6B-5
Standard Description: Battle of New Orleans, Andrew Jackson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7A
Cluster Name: Exploration of the Western Frontier
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-7A-1
Standard Description: Frederick Jackson Turner, The Significance of the Frontier in American History

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7A
Cluster Name: Exploration of the Western Frontier
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-7A-2
Standard Description: The Wilderness Road, the Cumberland Gap, Daniel Boone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7A
Cluster Name: Exploration of the Western Frontier
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-7A-3
Standard Description: Exploring the Louisiana Purchase, the "Corps of Discovery"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7A
Cluster Name: Exploration of the Western Frontier
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-7A-3+1
Standard Description: Meriwether Lewis, William Clark, Sacagawea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7A
Cluster Name: Exploration of the Western Frontier
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-7A-3+2
Standard Description: Continental Divide

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7A
Cluster Name: Exploration of the Western Frontier
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-7A-4
Standard Description: Zebulon Pike

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7B
Cluster Name: Pioneers Move West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-7B-1
Standard Description: Improvements in transportation (stagecoach, steamboats, flatboats, railroads)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7B
Cluster Name: Pioneers Move West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-7B-2
Standard Description: Oregon, trade and settlement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7B
Cluster Name: Pioneers Move West
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-7B-3
Standard Description: Brigham Young and Mormon settlement (present-day Utah)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7B
Cluster Name: Pioneers Move West
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-7B-4
Standard Description: California gold rush, "forty-niners"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-7C-1
Standard Description: More and more settlers move onto Native American lands, treaties made and broken

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-7C-2
Standard Description: Attacks on Wilderness Road and raiding settlements; U.S. troops retaliate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-7C-3
Standard Description: Battle of Wabash, Battle of Fallen Timbers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-7C-4
Standard Description: Chief Tecumseh: attempted to unite tribes in defending their land

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-7C-5
Standard Description: Battle of Tippecanoe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-7C-6
Standard Description: Chief Osceola

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-7C-7
Standard Description: Trail of Tears (Nuna-da-ut-sun'y)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7C
Cluster Name: Native American Resistance
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-7C-8
Standard Description: Manifest Destiny

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-7D-1
Standard Description: 1821: Mexico wins independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-7D-2
Standard Description: Stephen Austin, settlements in Texas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-7D-3
Standard Description: General Antonio Lopez de Santa Anna Battle of the Alamo ("Remember the Alamo")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-7D-4
Standard Description: Sam Houston

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-7D-5
Standard Description: Republic of Texas, state of Texas in 1845

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-7D-6
Standard Description: Mexican-American War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-7D-6+1
Standard Description: General Zachary Taylor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-7D-6+2
Standard Description: Some Americans strongly oppose the war, Henry David Thoreau's "Civil Disobedience"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-7
Unit Name: Westward Expansion Before the Civil War (1820s–1860)
Cluster ID: CKHG-G7-7D
Cluster Name: Conflict with Mexico
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-7D-6+3
Standard Description: Mexican lands ceded to the United States (California, Nevada, Utah, parts of Colorado, New Mexico, Arizona)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-8A-1
Standard Description: Invention of the cotton gin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-8A-10
Standard Description: Lincoln-Douglas debates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G7-8A-11
Standard Description: Lincoln elected president, Southern states secede

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-8A-2
Standard Description: Life of enslaved people, Turner's Rebellion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-8A-3
Standard Description: The Missouri Compromise, controversy over whether to allow the enslavement of people in territories and new states

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-8A-4
Standard Description: Abolitionists: William Lloyd Garrison and The Liberator, Frederick Douglass, Sojourner Truth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-8A-5
Standard Description: Harriet Tubman, Underground Railroad, Mason-Dixon Line

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-8A-6
Standard Description: Compromise of 1850, Kansas-Nebraska Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-8A-7
Standard Description: Dred Scott decision

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-8A-8
Standard Description: John Brown, Harper's Ferry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8A
Cluster Name: Toward the Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-8A-9
Standard Description: Lincoln: "A house divided against itself cannot stand."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-8B-1
Standard Description: Confederate States of America (Confederacy), Jefferson Davis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G7-8B-10
Standard Description: Battle at Antietam Creek (Sharpsburg)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G7-8B-11
Standard Description: The Emancipation Proclamation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G7-8B-12
Standard Description: Black American troops, Massachusetts 55th Regiment and Massachusetts 54th Regiment led by Colonel Shaw

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G7-8B-13
Standard Description: Battle of Gettysburg and the Gettysburg Address

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G7-8B-14
Standard Description: William Tecumseh Sherman's march to the sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G7-8B-15
Standard Description: Lincoln re-elected, concluding words of the Second Inaugural Address ("With malice toward none, with charity for all. . . .")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G7-8B-16
Standard Description: Richmond (Confederate capital) falls to Union forces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G7-8B-17
Standard Description: Surrender at Appomattox Court House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G7-8B-18
Standard Description: Assassination of Lincoln by John Wilkes Booth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-8B-2
Standard Description: April 12, 1861: firing on Fort Sumter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-8B-3
Standard Description: North (Billy Yank) vs. South (Johnny Reb)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-8B-3+1
Standard Description: North population twice as large, better equipment, more supplies, and greater access to railroad track

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-8B-3+2
Standard Description: Most battles fought in Southern territory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-8B-4
Standard Description: Women's role in the war

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-8B-5
Standard Description: First Battle at Bull Run (Manassas)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-8B-6
Standard Description: Robert E. Lee and Ulysses S. Grant

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-8B-7
Standard Description: General Stonewall Jackson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-8B-8
Standard Description: Ironclad ships, battle of the USS Monitor and the CSS Virginia (formerly the USS Merrimack)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8B
Cluster Name: The Civil War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-8B-9
Standard Description: Battles in the western front

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-8C-1
Standard Description: The South in ruins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-8C-2
Standard Description: Thirteenth Amendment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-8C-3
Standard Description: Freedmen's Bureau and sharecropping

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-8C-4
Standard Description: Andrew Johnson, Presidential Reconstruction, impeachment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-8C-5
Standard Description: Black codes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-8C-6
Standard Description: Congressional Reconstruction, Fourteenth and Fifteenth Amendments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-8C-6+1
Standard Description: Blanche K. Bruce, first Black American to be elected to a full term (Mississippi Senate)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-8C-7
Standard Description: Ku Klux Klan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-8C-8
Standard Description: Incarceration of Black men

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-8C-8+1
Standard Description: New laws established against vagrancy, homelessness, unemployment, etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-8C-8+2
Standard Description: Incarcerated Black men put to work to rebuild the South (e.g., infrastructure)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-8
Unit Name: The Civil War and Reconstruction (1820–1877)
Cluster ID: CKHG-G7-8C
Cluster Name: Reconstruction
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-8C-9
Standard Description: End of Reconstruction, Compromise of 1877, all federal troops removed from the South

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-9A-1
Standard Description: Favorable government policies encourage Americans to move west of the Mississippi River and west of the Rocky Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-9A-2
Standard Description: Westward migration expands due to mining and ranching

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-9A-2+1
Standard Description: Comstock Lode

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-9A-2+2
Standard Description: Cattle ranchers, the "long drive," cowboys

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-9A-3
Standard Description: Railroads, Transcontinental Railroad links east and west, Union Pacific Railroad Company and Central Pacific

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-9A-3+1
Standard Description: Labor: Chinese and Irish immigrants, Mexican Americans, Black Americans, Native Americans, and army veterans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-9A-4
Standard Description: Homestead Act (1862), many thousands of Americans and immigrants start farms in the West

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-9A-5
Standard Description: Myth of the "wild west:" Billy the Kid and Jesse James

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-9A-6
Standard Description: Wild West show: William F. "Buffalo Bill" Cody and Annie Oakley

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-9A-7
Standard Description: U. S. purchases Alaska from Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9A
Cluster Name: Increased Movement West
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-9A-8
Standard Description: The devastating impact of this era on Native Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G7-9B-1
Standard Description: Broken Treaties and forced removal to reservations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G7-9B-2
Standard Description: 1824: Bureau of Indian Affairs, assimilation practices, Carlisle School

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G7-9B-3
Standard Description: Plight of the bison

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G7-9B-4
Standard Description: Sand Creek Massacre

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G7-9B-5
Standard Description: Apache battles and Geronimo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G7-9B-6
Standard Description: Little Big Horn: Chief Crazy Horse, Chief Sitting Bull, Custer's Last Stand

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G7-9B-7
Standard Description: Lost homelands, barren reservations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G7-9B-8
Standard Description: Wovoka, the Ghost Dance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade 7 American History
Unit ID: CKHG-G7-9
Unit Name: Westward Expansion After the Civil War (1860s–1877)
Cluster ID: CKHG-G7-9B
Cluster Name: Impact on Indigenous People
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G7-9B-9
Standard Description: Battle of Wounded Knee

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-1
Unit Name: Geography
Cluster ID: CKHG-GK-1A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-1A-1
Standard Description: Name and locate the town, city, or community, as well as the state where you live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-1
Unit Name: Geography
Cluster ID: CKHG-GK-1A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-GK-1A-2
Standard Description: Locate North America, the continental United States, Alaska, and Hawaii.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1
Standard Description: Become familiar with the people and ways of life of at least one Native American tribe or nation, including:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+1
Standard Description: The landscape and environment they lived in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+2
Standard Description: How they lived

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+3
Standard Description: What they wore and ate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+4
Standard Description: The homes they lived in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+5
Standard Description: Their beliefs and stories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-2
Unit Name: Native American Peoples, Past and Present
Cluster ID: CKHG-GK-2A
Cluster Name: Native American Peoples, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+6
Standard Description: The current status of the tribe or nation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3A
Cluster Name: The Voyage of Columbus (Cristoforo Colombo) in 1492
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-3A-1
Standard Description: Queen Isabella and King Ferdinand of Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3A
Cluster Name: The Voyage of Columbus (Cristoforo Colombo) in 1492
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-GK-3A-2
Standard Description: The Niña, Pinta, and Santa Maria

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3A
Cluster Name: The Voyage of Columbus (Cristoforo Colombo) in 1492
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-3A-3
Standard Description: Columbus's mistaken identification of "Indies" and "Indians"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3A
Cluster Name: The Voyage of Columbus (Cristoforo Colombo) in 1492
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-GK-3A-4
Standard Description: The idea of what was, for Europeans, a "New World"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3B
Cluster Name: The Pilgrims
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-3B-1
Standard Description: The Mayflower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3B
Cluster Name: The Pilgrims
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-GK-3B-2
Standard Description: Plymouth Rock

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3B
Cluster Name: The Pilgrims
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-3B-3
Standard Description: Thanksgiving Day celebration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3C
Cluster Name: July 4, "Independence Day"
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-3C-1
Standard Description: The "birthday" of our nation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3C
Cluster Name: July 4, "Independence Day"
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-GK-3C-2
Standard Description: Democracy (rule of the people): Americans wanted to rule themselves instead of being ruled by a faraway king

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-3
Unit Name: Early Exploration and Settlement
Cluster ID: CKHG-GK-3C
Cluster Name: July 4, "Independence Day"
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-3C-3
Standard Description: Some people were not free: slavery in early America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-4A-1
Standard Description: George Washington

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-4A-1+1
Standard Description: The "Father of Our Country"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-4A-1+2
Standard Description: Legend of George Washington and the cherry tree

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-GK-4A-2
Standard Description: Thomas Jefferson, author of Declaration of Independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-4A-3
Standard Description: Abraham Lincoln

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-4A-3+1
Standard Description: Humble origins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-4A-3+2
Standard Description: "Honest Abe"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-GK-4A-4
Standard Description: Theodore Roosevelt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-GK-4A-4+1
Standard Description: National Park initiative

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-GK-4A-5
Standard Description: Barack Obama

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-GK-4A-5+1
Standard Description: First Black American president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-4
Unit Name: Presidents, Past and Present
Cluster ID: CKHG-GK-4A
Cluster Name: Presidents, Past and Present
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-GK-4A-6
Standard Description: Current United States president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-GK-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-5A-1
Standard Description: Recognize and become familiar with the significance of

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-GK-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-5A-1+1
Standard Description: American flag

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-GK-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-5A-1+2
Standard Description: Statue of Liberty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-GK-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-5A-1+3
Standard Description: Mount Rushmore

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: CK Grade K American History
Unit ID: CKHG-GK-5
Unit Name: Symbols and Figures
Cluster ID: CKHG-GK-5A
Cluster Name: Symbols and Figures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-5A-1+4
Standard Description: The White House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.1.A
Standard Description: Use parallel structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.1.B
Standard Description: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.2.A
Standard Description: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.2.B
Standard Description: Use a colon to introduce a list or quotation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.2.C
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.3.A
Standard Description: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.B
Standard Description: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.C
Standard Description: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.5.A
Standard Description: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.5.B
Standard Description: Analyze nuances in the meaning of words with similar denotations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.10.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.6
Standard Description: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.2
Standard Description: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.3
Standard Description: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.5
Standard Description: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.6
Standard Description: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.7
Standard Description: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.8
Standard Description: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.9
Standard Description: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.10.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.10
Standard Description: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.2
Standard Description: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.3
Standard Description: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.4
Standard Description: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.5
Standard Description: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.6
Standard Description: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.B
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.7
Standard Description: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.B
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.9
Standard Description: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.10.C
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.10
Standard Description: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.   By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.A
Standard Description: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.B
Standard Description: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.C
Standard Description: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.D
Standard Description: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.2
Standard Description: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.3
Standard Description: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.4
Standard Description: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.5
Standard Description: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.10.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.A
Standard Description: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.B
Standard Description: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.C
Standard Description: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.D
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.E
Standard Description: Provide a concluding statement or section that follows from and supports the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.A
Standard Description: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.B
Standard Description: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.C
Standard Description: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.D
Standard Description: Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.E
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.F
Standard Description: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.A
Standard Description: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.C
Standard Description: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.D
Standard Description: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.E
Standard Description: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.5
Standard Description: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.6
Standard Description: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.7
Standard Description: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.8
Standard Description: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.9.A
Standard Description: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.9.B
Standard Description: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 10th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.10.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.1.A
Standard Description: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.1.B
Standard Description: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.2.A
Standard Description: Observe hyphenation conventions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.2.B
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.3.A
Standard Description: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.B
Standard Description: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.C
Standard Description: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.5.A
Standard Description: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.5.B
Standard Description: Analyze nuances in the meaning of words with similar denotations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.11.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.6
Standard Description: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.2
Standard Description: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.3
Standard Description: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.5
Standard Description: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.6
Standard Description: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.7
Standard Description: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.8
Standard Description: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.9
Standard Description: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.11.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.10
Standard Description: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.2
Standard Description: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.3
Standard Description: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.4
Standard Description: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.5
Standard Description: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.6
Standard Description: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.7
Standard Description: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.9
Standard Description: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.11.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.10
Standard Description: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.A
Standard Description: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.B
Standard Description: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.C
Standard Description: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.D
Standard Description: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.2
Standard Description: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.3
Standard Description: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.4
Standard Description: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.5
Standard Description: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.11.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.A
Standard Description: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.B
Standard Description: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.C
Standard Description: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.D
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.E
Standard Description: Provide a concluding statement or section that follows from and supports the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.A
Standard Description: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.B
Standard Description: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.C
Standard Description: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.D
Standard Description: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.E
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.F
Standard Description: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.A
Standard Description: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.C
Standard Description: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.D
Standard Description: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.E
Standard Description: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.5
Standard Description: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.6
Standard Description: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.7
Standard Description: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.8
Standard Description: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.9.A
Standard Description: Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.9.B
Standard Description: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 11th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.11.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.1.A
Standard Description: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.1.B
Standard Description: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.2.A
Standard Description: Observe hyphenation conventions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.2.B
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.3.A
Standard Description: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.B
Standard Description: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.C
Standard Description: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.5.A
Standard Description: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.5.B
Standard Description: Analyze nuances in the meaning of words with similar denotations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.12.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.11-12.6
Standard Description: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.2
Standard Description: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.3
Standard Description: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.5
Standard Description: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.6
Standard Description: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.7
Standard Description: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.8
Standard Description: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.9
Standard Description: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.12.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.11-12.10
Standard Description: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.2
Standard Description: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.3
Standard Description: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.4
Standard Description: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.5
Standard Description: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.6
Standard Description: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.7
Standard Description: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.9
Standard Description: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.12.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.11-12.10
Standard Description: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.A
Standard Description: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.B
Standard Description: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.C
Standard Description: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.1.D
Standard Description: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.2
Standard Description: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.3
Standard Description: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.4
Standard Description: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.5
Standard Description: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.12.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.11-12.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.A
Standard Description: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.B
Standard Description: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.C
Standard Description: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.D
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.1.E
Standard Description: Provide a concluding statement or section that follows from and supports the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.A
Standard Description: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.B
Standard Description: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.C
Standard Description: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.D
Standard Description: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.E
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.2.F
Standard Description: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.A
Standard Description: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.C
Standard Description: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.D
Standard Description: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.3.E
Standard Description: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.5
Standard Description: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.6
Standard Description: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.7
Standard Description: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.8
Standard Description: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.9.A
Standard Description: Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.9.B
Standard Description: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 12th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.12.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.11-12.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.A
Standard Description: Print all upper- and lowercase letters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.B
Standard Description: Use common, proper, and possessive nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.C
Standard Description: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.D
Standard Description: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.E
Standard Description: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.F
Standard Description: Use frequently occurring adjectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.G
Standard Description: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.H
Standard Description: Use determiners (e.g., articles, demonstratives).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.I
Standard Description: Use frequently occurring prepositions (e.g., during, beyond, toward).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.1.J
Standard Description: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.2.A
Standard Description: Capitalize dates and names of people.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.2.B
Standard Description: Use end punctuation for sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.2.C
Standard Description: Use commas in dates and to separate single words in a series.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.2.D
Standard Description: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.2.E
Standard Description: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.4.A
Standard Description: Use sentence-level context as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.4.B
Standard Description: Use frequently occurring affixes as a clue to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.4.C
Standard Description: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.5.A
Standard Description: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.5.B
Standard Description: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.5.C
Standard Description: Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.5.D
Standard Description: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.1.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.1.6
Standard Description: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.A
Cluster Name: Print Concepts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.1.A
Standard Description: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.2.A
Standard Description: Distinguish long from short vowel sounds in spoken single-syllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.2.B
Standard Description: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.2.C
Standard Description: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.2.D
Standard Description: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.A
Standard Description: Know the spelling-sound correspondences for common consonant digraphs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.B
Standard Description: Decode regularly spelled one-syllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.C
Standard Description: Know final –e and common vowel team conventions for representing long vowel sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.D
Standard Description: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.E
Standard Description: Decode two-syllable words following basic patterns by breaking the words into syllables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.F
Standard Description: Read words with inflectional endings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.3.G
Standard Description: Recognize and read grade-appropriate irregularly spelled words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.4.A
Standard Description: Read grade-level text with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.4.B
Standard Description: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.1.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.1.4.C
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.1
Standard Description: Ask and answer questions about key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.2
Standard Description: Identify the main topic and retell key details of a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.3
Standard Description: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.4
Standard Description: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.5
Standard Description: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.6
Standard Description: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.7
Standard Description: Use the illustrations and details in a text to describe its key ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.8
Standard Description: Identify the reasons an author gives to support points in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.9
Standard Description: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.1.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.1.10
Standard Description: With prompting and support, read informational texts appropriately complex for grade 1.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.1
Standard Description: Ask and answer questions about key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.2
Standard Description: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.3
Standard Description: Describe characters, settings, and major events in a story, using key details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.4
Standard Description: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.5
Standard Description: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.6
Standard Description: Identify who is telling the story at various points in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.7
Standard Description: Use illustrations and details in a story to describe its characters, setting, or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.9
Standard Description: Compare and contrast the adventures and experiences of characters in stories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.1.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.1.10
Standard Description: With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.1.A
Standard Description: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.1.B
Standard Description: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.1.C
Standard Description: Ask questions to clear up any confusion about the topics and texts under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.2
Standard Description: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.3
Standard Description: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.4
Standard Description: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.5
Standard Description: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.1.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.1.6
Standard Description: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.1
Standard Description: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.2
Standard Description: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.3
Standard Description: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.5
Standard Description: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.6
Standard Description: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.7
Standard Description: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 1st Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.1.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.1.8
Standard Description: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.A
Standard Description: Use collective nouns (e.g., group).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.B
Standard Description: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.C
Standard Description: Use reflexive pronouns (e.g., myself, ourselves).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.D
Standard Description: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.E
Standard Description: Use adjectives and adverbs, and choose between them depending on what is to be modified.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F
Standard Description: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.A
Standard Description: Capitalize holidays, product names, and geographic names.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.B
Standard Description: Use commas in greetings and closings of letters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.C
Standard Description: Use an apostrophe to form contractions and frequently occurring possessives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.D
Standard Description: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.E
Standard Description: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.3.A
Standard Description: Compare formal and informal uses of English.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.A
Standard Description: Use sentence-level context as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.B
Standard Description: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.C
Standard Description: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.D
Standard Description: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.E
Standard Description: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.5.A
Standard Description: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.5.B
Standard Description: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.6
Standard Description: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.A
Standard Description: Distinguish long and short vowels when reading regularly spelled one-syllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.B
Standard Description: Know spelling-sound correspondences for additional common vowel teams.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.C
Standard Description: Decode regularly spelled two-syllable words with long vowels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.D
Standard Description: Decode words with common prefixes and suffixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.E
Standard Description: Identify words with inconsistent but common spelling-sound correspondences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.F
Standard Description: Recognize and read grade-appropriate irregularly spelled words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.4.A
Standard Description: Read grade-level text with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.4.B
Standard Description: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.4.C
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.1
Standard Description: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.2
Standard Description: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.3
Standard Description: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.4
Standard Description: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.5
Standard Description: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.6
Standard Description: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.7
Standard Description: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.8
Standard Description: Describe how reasons support specific points the author makes in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.9
Standard Description: Compare and contrast the most important points presented by two texts on the same topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.2.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.2.10
Standard Description: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.1
Standard Description: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.2
Standard Description: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.3
Standard Description: Describe how characters in a story respond to major events and challenges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.4
Standard Description: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.5
Standard Description: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.6
Standard Description: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.7
Standard Description: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.9
Standard Description: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.10
Standard Description: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.1.A
Standard Description: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.1.B
Standard Description: Build on others’ talk in conversations by linking their comments to the remarks of others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.1.C
Standard Description: Ask for clarification and further explanation as needed about the topics and texts under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.2
Standard Description: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.3
Standard Description: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.4
Standard Description: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.5
Standard Description: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.2.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.2.6
Standard Description: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.1
Standard Description: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.2
Standard Description: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.3
Standard Description: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.5
Standard Description: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.6
Standard Description: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.7
Standard Description: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 2nd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.2.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.2.8
Standard Description: Recall information from experiences or gather information from provided sources to answer a question.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A
Standard Description: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.B
Standard Description: Form and use regular and irregular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.C
Standard Description: Use abstract nouns (e.g., childhood).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.D
Standard Description: Form and use regular and irregular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.E
Standard Description: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.F
Standard Description: Ensure subject-verb and pronoun-antecedent agreement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.G
Standard Description: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.H
Standard Description: Use coordinating and subordinating conjunctions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.I
Standard Description: Produce simple, compound, and complex sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.A
Standard Description: Capitalize appropriate words in titles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.B
Standard Description: Use commas in addresses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.C
Standard Description: Use commas and quotation marks in dialogue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.D
Standard Description: Form and use possessives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.E
Standard Description: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.F
Standard Description: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.G
Standard Description: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.3.A
Standard Description: Choose words and phrases for effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.3.B
Standard Description: Recognize and observe differences between the conventions of spoken and written standard English.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.A
Standard Description: Use sentence-level context as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.B
Standard Description: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.C
Standard Description: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.D
Standard Description: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.5.A
Standard Description: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.5.B
Standard Description: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.5.C
Standard Description: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6
Standard Description: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.A
Standard Description: Identify and know the meaning of the most common prefixes and derivational suffixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.B
Standard Description: Decode words with common Latin suffixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.C
Standard Description: Decode multisyllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.D
Standard Description: Read grade-appropriate irregularly spelled words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.4.A
Standard Description: Read grade-level text with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.4.B
Standard Description: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.4.C
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.1
Standard Description: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.2
Standard Description: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.3
Standard Description: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.4
Standard Description: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.5
Standard Description: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.6
Standard Description: Distinguish their own point of view from that of the author of a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.7
Standard Description: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.8
Standard Description: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.9
Standard Description: Compare and contrast the most important points and key details presented in two texts on the same topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.3.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.3.10
Standard Description: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.1
Standard Description: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.2
Standard Description: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.3
Standard Description: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.5
Standard Description: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.6
Standard Description: Distinguish their own point of view from that of the narrator or those of the characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.7
Standard Description: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.9
Standard Description: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.D
Cluster Name: Range of Reading and Complexity of Text
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.10
Standard Description: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.1.A
Standard Description: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.1.B
Standard Description: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.1.C
Standard Description: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.1.D
Standard Description: Explain their own ideas and understanding in light of the discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.2
Standard Description: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.3
Standard Description: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.4
Standard Description: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.5
Standard Description: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.3.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.3.6
Standard Description: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.1.A
Standard Description: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.1.B
Standard Description: Provide reasons that support the opinion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.1.C
Standard Description: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.1.D
Standard Description: Provide a concluding statement or section.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.2.A
Standard Description: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.2.B
Standard Description: Develop the topic with facts, definitions, and details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.2.C
Standard Description: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.2.D
Standard Description: Provide a concluding statement or section.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.3.A
Standard Description: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.3.B
Standard Description: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.3.C
Standard Description: Use temporal words and phrases to signal event order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.3.D
Standard Description: Provide a sense of closure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.4
Standard Description: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.5
Standard Description: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.6
Standard Description: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.7
Standard Description: Conduct short research projects that build knowledge about a topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.8
Standard Description: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 3rd Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.3.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.3.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.A
Standard Description: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.B
Standard Description: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.C
Standard Description: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.D
Standard Description: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.E
Standard Description: Form and use prepositional phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.F
Standard Description: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.G
Standard Description: Correctly use frequently confused words (e.g., to, too, two; there, their).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.A
Standard Description: Use correct capitalization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.B
Standard Description: Use commas and quotation marks to mark direct speech and quotations from a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.C
Standard Description: Use a comma before a coordinating conjunction in a compound sentence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.D
Standard Description: Spell grade-appropriate words correctly, consulting references as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.A
Standard Description: Choose words and phrases to convey ideas precisely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.B
Standard Description: Choose punctuation for effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.C
Standard Description: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.A
Standard Description: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.B
Standard Description: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.C
Standard Description: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A
Standard Description: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.B
Standard Description: Recognize and explain the meaning of common idioms, adages, and proverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.C
Standard Description: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.6
Standard Description: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.A+1
Standard Description: Use relative pronouns.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate how to use the relative pronoun "that" correctly to add needed detail about animals or things in a sentence.
* Demonstrate how to use the relative pronoun "which" correctly to add extra detail about animals or things in a sentence.
* Demonstrate how to use the relative pronoun "who" correctly as the subject in a sentence.
* Demonstrate how to use the relative pronoun "whom" correctly as the object in a sentence.
* Demonstrate how to use the relative pronoun "whose" to show possession in a sentence.
* Revise a sentence that misuses a relative pronoun by replacing it with the correct one.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may choose the wrong relative pronoun
* Students may omit using a relative pronoun leading to overusing proper nouns within their writing.
* Students might confuse that and which
* Students might confuse who and whom
* Students might misuse "whose" for showing possession, sometimes mixing it up with similar-sounding words like "who's."

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.A+2
Standard Description: Use relative adverbs.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the correct relative adverb ("where," "when," or "why") to complete a sentence.
* Demonstrate how to use the relative adverb "when" correctly to add information about a time.
* Demonstrate how to use the relative adverb "where" correctly to add information about a place.
* Demonstrate how to use the relative adverb "why" correctly to add information about a reason.
* Identify the relative adverb ("where," "when," or "why") used in a sentence.
* Revise a sentence by replacing an incorrect relative adverb with the correct one ("where," "when," or "why").

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may leave out the needed relative adverb altogether, which makes it hard to tell if they are talking about a place, a time, or a reason (for example, "I remember the day, we visited" omits "when").
* Students may mix up "where" and "when" because both add extra information—using "when" for a place (like saying "the park when we played") instead of "where" can confuse the idea of time versus location.
* Students might choose the wrong relative adverb because they aren’t sure which extra detail (place, time, or reason) they should describe, leading to sentences that don’t clearly connect ideas.
* Students might use "why" in a sentence without linking it clearly to the reason behind an action—saying "the day why we had fun" instead of connecting the noun to its cause.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.B+1
Standard Description: Form and use the progressive verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the correct progressive verb tense (past, present, or future) needed to complete a sentence based on context clues.
* Form the future progressive tense of a given verb to complete a sentence.
* Form the past progressive tense of a given verb to complete a sentence.
* Form the present progressive tense of a given verb to complete a sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may add -ing to a verb without applying spelling rules—like writing "runing" instead of "running"—since they focus on the -ing ending but miss rules like doubling the final consonant. Practice with examples and spelling exercises can help them adjust the verb correctly.
* Students may leave out the correct form of "be" in a progressive sentence—for example, writing "I talking" instead of "I am talking"—because they focus only on adding -ing. Remind them that every progressive tense needs a helper verb (am, was, will be) to show when the action is happening.
* Students might form future progressive sentences incorrectly by saying "I will talking" instead of "I will be talking" because they assume adding "will" is enough. Remind them that the future progressive always requires the form "will be" before the -ing verb.
* Students might use the wrong helper word for the time of the action, such as saying "I was talking" when describing something happening now, because the similar structure of progressive tenses can be confusing. Help them by using a timeline and clear examples to show which form (am, was, or will be) matches past, present, or future actions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.C+1
Standard Description: Use modal verbs to convey various conditions.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate how to use the modal verb "can" to show ability.
* Demonstrate how to use the modal verb "may" to show permission.
* Demonstrate how to use the modal verb "may" to show possibility.
* Demonstrate how to use the modal verb "must" to show obligation or necessity.
* Identify the correct modal verb ("can," "may," or "must") to convey a specific condition in a sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may use "must" to talk about what might happen instead of using it to show a rule or obligation—for example, saying "It must rain tomorrow" when they mean "It may rain tomorrow," mixing up a needed requirement with a possibility.
* Students might think that "may" only shows possibility and forget that it can also be used to ask for or give permission, which can lead to sentences that sound unsure when clear permission is needed.
* Students might use "can" all the time when asking for permission because they often hear it used that way, not understanding that sometimes "may" is the proper word to show asking if it's okay to do something.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.D+1
Standard Description: Order adjectives within sentences according to conventional patterns.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the correct conventional order for two given adjectives before a noun.
* Order adjectives describing qualities like opinion and age correctly within a sentence.
* Place adjectives describing physical attributes like size, shape, and color into the correct sequence.
* Revise a short phrase by placing the adjectives in the correct conventional order before the noun.
* Select the sentence from a group that correctly orders multiple adjectives according to conventional patterns.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may mix up categories by putting a color adjective before a size adjective, thinking all descriptive words work the same, which confuses the correct sequence.
* Students may think that adjectives can be placed in any order and might say “red big apple” instead of “big red apple” because they aren’t aware of the specific order rules.
* Students might arrange adjectives alphabetically, like putting “blue” before “tiny,” since ordering letters seems easier than remembering the categories.
* Students might believe that adjectives with similar meanings, like two words for size, can be switched around at will, not realizing even these adjectives have a conventional order.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.E+1
Standard Description: Form and use prepositional phrases.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the prepositional phrase that correctly completes a sentence by adding detail.
* Determine the type of information (like location or time) provided by a prepositional phrase in a sentence.
* Identify the complete prepositional phrase within a given sentence.
* Identify the object of the preposition within a given sentence.
* Identify the preposition within a given sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may confuse words that look like prepositions with actual prepositions, mistakenly using words like “because” instead of true prepositions.
* Students may put prepositional phrases in the wrong part of a sentence, making it unclear which noun or detail the phrase is meant to describe.
* Students may think that a prepositional phrase is just the one word (like “in” or “on”) and forget that it must include an object, such as “in the park.”
* Students might choose the wrong preposition for a sentence, not realizing that similar prepositions (like “in” and “on”) can change the meaning of the sentence.
* Students might overlook the object of the preposition by focusing only on the preposition itself, missing the extra words that complete the phrase.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.F+1
Standard Description: Produce complete sentences, recognizing and correcting inappropriate fragments.

Key Concepts:
*None specified*

Learning Objectives:
* Correct a sentence fragment by adding a subject to make it a complete sentence.
* Distinguish between a complete sentence and a sentence fragment.
* Identify a sentence fragment because it lacks a subject.
* Select the complete sentence from a group of options containing sentence fragments.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that having just a subject, like in "The dog," makes a sentence complete, forgetting that it also needs a verb to show an action.
* Students may overlook that phrases starting with words like "because," "when," or "after" need a main sentence attached to become a complete thought.
* Students may think that any group of words with a capital letter and a period is a complete sentence, even if it is missing a subject or an action word.
* Students might believe that a phrase like "after playing in the park" is a full sentence, even though it doesn’t tell who is doing something.
* Students might try to fix a fragment by adding extra descriptive words without adding a clear subject or a verb that shows what happens.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.F+2
Standard Description: Produce complete sentences, recognizing and correcting inappropriate run-ons.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the correct conjunction (e.g., and, but, or, so) and punctuation needed to fix a run-on sentence.
* Determine if a group of words forms a complete sentence or a fragment.
* Identify a sentence as either a complete sentence or a run-on sentence.
* Identify the specific error (e.g., missing subject, missing predicate, run-on) in a given group of words.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that long sentences with many ideas are automatically run-ons, not realizing that a long sentence can be correct if it uses proper punctuation and conjunctions.
* Students may think that simply adding a comma between two complete thoughts fixes a run-on sentence (for example, "I went to the park, I played soccer") even though it still leaves a comma splice error.
* Students might confuse run-on sentences with fragments, believing that any sentence with missing words or odd structure is a run-on, when in fact run-ons have two full ideas running together incorrectly.
* Students might try to fix a run-on by just inserting a conjunction like "and" without changing the punctuation, missing that independent clauses need to be properly separated with a comma and a conjunction or with a period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.A+1
Standard Description: Apply capitalization to proper nouns

Key Concepts:
*None specified*

Learning Objectives:
* Correct the capitalization of an improperly capitalized proper noun found within a sentence.
* Identify a word within a sentence that needs to be capitalized because it is a proper noun.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may believe that in a multi‐word name only the first word needs a capital letter, so they might write “new york city” instead of “New York City,” since they learned that the first word of a sentence is always capitalized.
* Students may think that every noun must be capitalized, so they sometimes add capitals to words like “school” or “dog,” even though only proper names need a capital letter.
* Students might forget to change the first letter to a capital when a proper noun appears in the middle of a sentence—for example, writing “london” instead of “London”—because they focus only on the start of a sentence.
* Students might think that proper nouns only include people’s names and not names of places or things, which can lead them to write “eiffel tower” instead of “Eiffel Tower” because they aren’t sure which words count as special names.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.A+2
Standard Description: Capitalize the first word of each sentence

Key Concepts:
*None specified*

Learning Objectives:
* Identify the first word of a sentence that requires capitalization.
* Provide the correctly capitalized first word to begin a sentence.
* Revise a sentence by capitalizing its first word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may believe that only the first sentence of a paragraph needs a capital letter, leading them to overlook capitalizing the first word of sentences that follow within the same paragraph.
* Students may forget that every new sentence, no matter how short or ordinary the word, needs a capital letter because they focus more on the idea than the punctuation that shows a sentence has ended.
* Students may think that only proper names and the pronoun “I” require capitalization, so they leave common words like “the” or “she” in lowercase even when they start a sentence.
* Students might assume that dialogue or quotes don’t follow the same rules, so they sometimes write the first word of a spoken sentence in lowercase.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.A+3
Standard Description: Capitalize titles and headings

Key Concepts:
*None specified*

Learning Objectives:
* Identify a correctly capitalized heading from a list of options.
* Identify a correctly capitalized title from a list of options.
* Identify the word that is incorrectly capitalized within a given heading.
* Identify the word that is incorrectly capitalized within a given title.
* Rewrite a specific word from a heading using correct capitalization.
* Rewrite a specific word from a title using correct capitalization.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may capitalize every single word in a title, including small words like "and" or "of," even when our rules tell us that some words should stay lowercase unless they begin the title.
* Students may use the rules for writing regular sentences for titles and headings, forgetting that title capitalization sometimes requires capitalizing more than just the first word.
* Students might get confused by punctuation—like a colon in a title—and incorrectly change the capitalization of the word that follows, even though it usually just needs its first letter capitalized correctly.
* Students might only capitalize the very first word of a title or heading, thinking that only the first word needs a capital letter just like in a regular sentence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.A+4
Standard Description: Proofread and correct capitalization errors

Key Concepts:
*None specified*

Learning Objectives:
* Correct a capitalization error at the beginning of a sentence.
* Correct a capitalization error for a proper noun (person, place, day, month, or holiday) within a sentence.
* Correct a capitalization error within a title found in a sentence.
* Correct the capitalization of the pronoun "I" within a sentence.
* Identify a sentence containing a capitalization error from a list of sentences.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may get confused about title capitalization and either change every word to a capital letter or miss capitalizing major words, because they aren’t sure which words in a title need a capital letter.
* Students may not notice that every new sentence must start with a capital letter (for example, writing "today is a sunny day." instead of "Today is a sunny day.").
* Students may not realize that names of people, places, days, months, and holidays always need a capital letter, so they might write "my friend john" instead of "my friend John."
* Students might think that since most words in the middle of a sentence aren’t capitalized, the pronoun "I" can be left lowercase, even though it should always be capitalized.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.B+1
Standard Description: Use commas and quotation marks to mark direct speech and quotations from a text.

Key Concepts:
*None specified*

Learning Objectives:
* Revise a sentence by adding the necessary comma(s) and quotation marks for a quotation from a text.
* Revise a sentence by adding the necessary comma(s) and quotation marks for direct speech.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may forget to put both an opening and a closing quotation mark around the direct speech, so the sentence looks like it’s missing part of the quote.
* Students may put the comma outside the quotation marks instead of inside, which makes the sentence look a bit off from the rules we learned.
* Students might leave out the comma that should come after the dialogue tag (like “said”) when it appears before the direct speech, causing the sentence to read oddly.
* Students might mistakenly include the dialogue tag inside the quotation marks, mixing up the speaker’s words with the extra information that tells who is speaking.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.B+3
Standard Description: Correctly use commas and quotation marks when including quotations from a text.

Key Concepts:
*None specified*

Learning Objectives:
* Correct a sentence by adding or fixing the placement of commas and quotation marks for a direct quote.
* Identify a sentence that correctly uses both commas and quotation marks when quoting from a text.
* Place a comma correctly inside the closing quotation mark when a direct quote comes before introductory words.
* Place a comma correctly to introduce a direct quote following introductory words.
* Place quotation marks correctly around the exact words taken from a text.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may forget to add a closing quotation mark at the end of a direct quote because they aren’t sure where the quoted words finish.
* Students may skip the comma before the quotation when introductory words like “He said” come before the direct quote, since they don’t notice the needed pause.
* Students might be unsure whether end punctuation (like periods) should go inside the closing quotation mark, because they’ve seen different styles and aren’t clear on the correct rule.
* Students might place commas and periods outside the quotation marks, thinking that punctuation belongs to the whole sentence instead of staying with the quote.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.B+4
Standard Description: Identify and correct punctuation errors involving commas and quotation marks in textual quotations.

Key Concepts:
*None specified*

Learning Objectives:
* Correct a sentence by adding the required comma before a direct quotation.
* Correct a sentence by adding the required comma inside the closing quotation mark.
* Correct a sentence by adding the required quotation marks around a direct quotation.
* Correct a sentence by moving an incorrectly placed comma to its proper position inside the closing quotation mark.
* Identify an incorrectly placed comma relative to the closing quotation mark in a sentence containing a direct quotation.
* Identify the missing comma needed before a direct quotation in a sentence.
* Identify the missing comma needed inside the closing quotation mark when a direct quotation ends before the dialogue tag.
* Identify the missing quotation marks needed around a direct quotation within a sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may forget to add a comma before a direct quotation because they think the quotation marks alone show where the dialogue begins (for example, writing: She said "Hello" instead of She said, "Hello").
* Students may leave out the quotation marks around a direct quote, not realizing that these marks show the exact words someone spoke (for example, writing: He whispered hello instead of He whispered, "hello").
* Students might move the comma to the wrong spot in sentences with a dialogue tag, making it unclear who is speaking (for example, writing: "I’m done", she said instead of "I’m done," she said).
* Students might place the comma outside the closing quotation marks, even though the rule is to put it inside (for example, writing: "Let's play", instead of "Let's play,").

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 1
Cluster Name: Grammar, Sentence Structure, and Conventions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.C+1
Standard Description: Correctly place a comma before a coordinating conjunction in a compound sentence.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the sentence that correctly uses a comma before the coordinating conjunction to join two simple sentences.
* Determine whether a comma is needed before the coordinating conjunction in a sentence.
* Identify the coordinating conjunction connecting two simple sentences in a given compound sentence.
* Identify the word that comes directly before the comma in a correctly punctuated compound sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may forget to add a comma before the coordinating conjunction because they don’t see that each part is a complete sentence on its own.
* Students may think that short or simple sentences don’t need a comma, not realizing that clarity is important even with brief independent clauses.
* Students might add a comma when the sentence isn’t actually a compound sentence, confusing compound sentences with sentences that have dependent clauses.
* Students might put the comma after the coordinating conjunction instead of before it, imitating spoken pauses rather than following the written rule.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.D+1
Standard Description: Apply letter-sound relationships by sounding out words to spell accurately.

Key Concepts:
*None specified*

Learning Objectives:
* Correct a misspelled word by applying accurate letter-sound relationships.
* Identify the correctly spelled word among options containing common letter-sound errors.
* Spell a word containing a consonant blend by applying letter-sound knowledge.
* Spell a word containing a consonant digraph by applying letter-sound knowledge.
* Spell a word containing a vowel team by applying letter-sound knowledge.
* Spell a word correctly by applying the CVCe (silent e) pattern based on its sound.
* Spell a word with a silent letter pattern correctly using letter-sound relationships.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may break apart consonant digraphs (like saying "s" and "h" separately in the word "ship") instead of blending them into the single "sh" sound.
* Students may leave out silent letters (for example, missing the silent "e" in "cake") because they only sound out the letters they hear.
* Students might struggle to blend consonant blends correctly, sometimes adding extra vowels or mixing up the order of letters, which can cause mistakes when spelling words with groups like "bl" or "str."
* Students might treat vowel teams as two separate sounds rather than one combined sound, which can lead to errors when spelling words like those with "ea" or "ai."

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.D+2
Standard Description: Break words into smaller chunks to support accurate spelling.

Key Concepts:
*None specified*

Learning Objectives:
* Combine given word chunks (like syllables or affixes/base) to spell the complete word correctly.
* Determine the number of syllables in a given word.
* Identify the base word when a prefix or suffix is attached.
* Identify the individual syllables within a multisyllabic word.
* Identify the prefix in a word to help break it down for spelling.
* Identify the suffix in a word to help break it down for spelling.
* Select the option showing a word correctly broken into smaller chunks for spelling.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may break words into parts at places that do not match the natural sounds of the word, because they sometimes look only at the letters instead of listening to the beats in the word.
* Students may ignore common prefixes or suffixes when breaking words, splitting them at the wrong spot—for example, not separating "un-" from "happy" correctly.
* Students might add or drop letters when putting word chunks back together, since they are unsure which sounds or letters belong with each piece.
* Students might think that every chunk must be the same size, so they try to split words into even parts rather than by natural syllables or meaning.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.D+3
Standard Description: Segment words into individual sounds or syllables to spell them correctly.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the individual sounds (phonemes) within a given spoken word.
* Identify the syllables within a given written word.
* Spell a word correctly based on its individual sounds (phonemes).

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may break up multi‐syllable words in the wrong places, which can lead to misspelling—for example, dividing “incredible” into parts that don’t match the word’s true syllable breaks.
* Students may think that every letter always makes its own sound, not realizing that some letters join together to make one sound (like the “sh” in “ship”).
* Students might leave out or add extra sounds when splitting a word because they rely more on how a word looks instead of listening carefully to all its sounds.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.D+4
Standard Description: Apply common spelling rules and patterns to correctly spell words.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the correct spelling of a commonly misspelled grade-level word.
* Identify the correctly spelled contraction for two given words.
* Identify the correctly spelled word based on common vowel team patterns.
* Identify the correctly spelled word containing a silent letter.
* Identify the correctly spelled word that includes a common prefix.
* Identify the correctly spelled word that includes a common suffix.
* Select the correctly spelled homophone to complete a sentence.
* Spell a word correctly by applying the rule for doubling the final consonant when adding a suffix.
* Spell a word correctly by applying the rule for dropping the silent 'e' when adding a suffix.
* Spell the plural form of a regular noun by adding -s or -es.
* Spell the plural or past tense form of a word ending in 'y' by applying the y-to-i rule.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may add only –s to make plurals, forgetting that words ending in s, x, ch, sh, or z need –es (like writing “boxs” instead of “boxes”) because they believe every word follows one simple rule.
* Students may drop the silent e every time they add a suffix, even when the rule tells them to keep it (for example, writing “noticable” instead of “noticeable”), because they think removing the e is always needed.
* Students may mix up vowel team patterns and silent letters by assuming every pair of vowels sounds the same (for instance, confusing “bread” with “breed”), because they haven’t learned that vowels can make different sounds in different words.
* Students might change the y to i in every word that ends with y—even when a vowel comes before the y (for example, writing “daies” instead of “days”)—since they overgeneralize the y-to-i rule.
* Students might double the final consonant in words without checking if the rule applies (such as writing “visitting” instead of “visiting”), because they’re confused about when doubling is required.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.D+5
Standard Description: Use knowledge of prefixes, suffixes, roots, and compound words to spell complex words accurately.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the correctly spelled complex word containing a prefix, suffix, or root from a set of options.
* Identify the correctly spelled compound word from a set of options.
* Spell a complex word correctly when given its root and affixes.
* Spell a compound word correctly by combining two smaller words.
* Spell a word correctly by adding a given prefix to a base word.
* Spell a word correctly by adding a given suffix to a base word, applying any necessary spelling changes.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that any prefix, suffix, or root can be added to any base word without change, not understanding that spelling adjustments are sometimes needed for accuracy.
* Students may attach a prefix to the end of a word instead of placing it at the beginning, because they aren’t always sure that prefixes always come before the base word.
* Students may think that compound words are simply two words written separately, not realizing that many compound words (like “basketball”) should be written as one word.
* Students might ignore necessary changes in the base word when adding a suffix—like dropping a silent “e” or doubling a consonant—leading to mistakes in words such as “make” becoming “making.”
* Students might mix up the order of letters when combining a root with its prefixes or suffixes, which can result in extra letters or missing letters in the final word.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.A+1
Standard Description: Choose phrases to convey ideas precisely.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the most interesting phrase from a list to replace an underlined phrase in a sentence.
* Choose the most precise phrase from a list to replace an underlined phrase in a sentence.
* Identify a phrase in a sentence that is vague or unclear.
* Replace an underlined dull phrase with a more interesting phrase (1-3 words).
* Replace an underlined vague phrase with a more precise phrase (1-3 words).

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may believe that adding extra words always improves a phrase, not realizing that too many words can make a sentence unclear.
* Students may think that using long or fancy words automatically makes their phrases precise, even if simpler words would clearly explain their idea.
* Students might choose phrases that sound interesting without checking if they exactly match what they mean, which can confuse the reader.
* Students might stick with common words like "good" or "nice" because they're comfortable, even though a more specific phrase would better show exactly what they mean.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.A+2
Standard Description: Choose words to convey ideas precisely.

Key Concepts:
*None specified*

Learning Objectives:
* Identify a word in a sentence that could be replaced to make the meaning clearer or more vivid.
* Replace a common, vague word in a sentence with a more precise or interesting word.
* Select the most precise word from a group of options to complete a sentence accurately.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may choose a word that sounds right but doesn’t exactly fit the idea, like using "big" when "enormous" would show a stronger meaning.
* Students may ignore the context when selecting words, picking ones that sound interesting but don’t exactly describe the situation (for example, saying "gigantic" to describe a tiny insect).
* Students might copy words from books or friends without checking if those words help readers understand their own ideas better.
* Students might think that using a fancier or longer word automatically makes their writing clearer, even if it doesn’t match the sentence’s need.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.B+1
Standard Description: Choose and insert appropriate punctuation to modify a sentence's effect.

Key Concepts:
*None specified*

Learning Objectives:
* Change the end punctuation of a sentence to alter its feeling or sound (e.g., from a statement to a question).
* Choose the end punctuation mark that makes a sentence ask a question.
* Choose the end punctuation mark that makes a sentence express strong emotion like excitement or surprise.
* Choose the end punctuation mark that makes a sentence state a simple fact or idea.
* Identify the feeling 'within the sentence' conveyed by the end punctuation in a sentence.
* Select the sentence from a pair that sounds different because of its end punctuation.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may not notice that changing the ending punctuation can make a sentence feel excited, surprised, or inquisitive.
* Students may think punctuation is just a rule for ending sentences and not understand that different marks change how a sentence sounds.
* Students might forget that a question mark tells the reader the sentence is asking something rather than stating a fact.
* Students might use a period for every sentence—even when an exclamation mark or question mark would show strong emotion or a question.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.B+2
Standard Description: Reflect on how various punctuation choices alter reader perception and tone.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the end punctuation mark that best matches a specific tone for a sentence.
* Determine the change in feeling when the end punctuation of a sentence is altered.
* Identify the feeling conveyed by a sentence ending with a period.
* Identify the feeling conveyed by a sentence ending with a question mark.
* Identify the feeling conveyed by a sentence ending with an exclamation point.
* Select the word that describes the tone created by the end punctuation in a given sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that a period, question mark, or exclamation point has only one fixed meaning, and not see how changing the punctuation can make a sentence sound curious, excited, or serious.
* Students may think punctuation is only about ending sentences instead of also changing the feelings or tone readers get.
* Students might not realize that choosing the right punctuation mark is like choosing the right expression on your face—it helps show how you feel and guides the reader’s mood.
* Students might use an exclamation point or question mark randomly because they believe all punctuation marks work the same way, not understanding that each one creates a different feeling.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.3.C+1
Standard Description: Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the appropriate type of language (formal or informal) for a described audience or setting.
* Determine if a given sentence uses formal or informal language based on word choice and structure.
* Identify a situation or context that requires the use of formal English.
* Identify a situation or context where using informal English is appropriate.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that formal language should only be used during writing tasks and not during presentations or speeches, missing the fact that context matters in both spoken and written forms.
* Students may think that formal language means using big, fancy words all the time, even when simpler words would be clearer.
* Students might believe that informal language always has to include slang or contractions, even though clear communication can be both informal and well-organized.
* Students might overlook who they are talking to or where they are, using the same type of language in every setting instead of adjusting between formal and informal speech.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.A+1
Standard Description: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the meaning of an unfamiliar phrase using context clues within the text.
* Figure out the meaning of an unknown word when a restatement or synonym clue is given nearby in the text.
* Identify the meaning of an unknown word when its definition is provided within the text.
* Infer the meaning of an unknown word using the overall context of the surrounding sentence(s).
* Use contrast or antonym clues within the text to understand the meaning of an unfamiliar word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may focus only on a direct definition and overlook examples, restatements, or contrast words that also explain a word’s meaning.
* Students may not notice that words like "but" or "however" signal a contrast, which can help show the true meaning of an unfamiliar word.
* Students may think that context clues are always right next to the unknown word instead of spread throughout the text.
* Students might guess a word’s meaning from their own ideas without reading all the surrounding text for clear clues.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.B+1
Standard Description: Use common, grade-appropriate Greek and Latin affixes as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the meaning of an unknown word using the meaning of its known Greek or Latin prefix and root.
* Determine the meaning of an unknown word using the meaning of its known Greek or Latin root and suffix.
* Identify the meaning of a common grade-appropriate Greek or Latin prefix.
* Identify the meaning of a common grade-appropriate Greek or Latin root.
* Identify the meaning of a common grade-appropriate Greek or Latin suffix.
* Identify the prefix within a given word containing a common Greek or Latin prefix.
* Identify the root within a given word containing a common Greek or Latin root.
* Identify the suffix within a given word containing a common Greek or Latin suffix.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may focus only on the affix and ignore the root, so they might miss how both parts work together to give the word its true meaning (for example, knowing that "photo" means light but not linking it to "graph" to understand "photograph").
* Students may mix up similar Greek and Latin affixes—such as confusing "auto-" (self) with other affixes—because they sound or look similar, which leads to errors when determining a word’s meaning.
* Students may think that a familiar prefix or suffix tells the entire meaning of a word without needing to consider the root, which can lead to mistakes when the whole word means something different.
* Students might have trouble figuring out where the affix ends and the root begins, causing them to break apart words incorrectly (like mistaking "graph" for a prefix in "telegraph" instead of recognizing it as the root).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.B+2
Standard Description: Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the meaning of a common grade-appropriate Greek or Latin root.
* Determine the meaning of an unknown word within a sentence by using knowledge of its Greek or Latin root.
* Identify multiple words that share the same common Greek or Latin root.
* Identify the common Greek or Latin root within a given grade-appropriate word.
* Use the meaning of a known Greek or Latin root and any attached affixes to determine the meaning of an unfamiliar word.
* Use the meaning of a known Greek or Latin root to help determine the meaning of an unfamiliar word containing that root.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that one known root alone explains an unfamiliar word, without using other word parts or sentence clues, which can lead to an incorrect guess of the word’s full meaning.
* Students may mix up similar-sounding roots and assume they mean the same thing; for instance, they might confuse “photo” (light) with “phon” (sound) because the words sound alike.
* Students may think that Greek or Latin roots always come at the beginning or end of a word, so they might miss a root hidden in the middle (like finding “graph” in “autograph”).
* Students might believe that knowing a root’s meaning tells them the meaning of the whole word, forgetting that prefixes or suffixes can change it (for example, “tele” means far, but “telephone” is a device for talking over distances).
* Students might not break a long word into smaller parts to search for a familiar Greek or Latin root, so they miss out on clues, like not noticing “tele” in “television.”

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.C+1
Standard Description: Use dictionaries to determine the correct pronunciation of unfamiliar words.

Key Concepts:
*None specified*

Learning Objectives:
* Use a dictionary to determine the correct pronunciation of an unfamiliar word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may mix up regular letters with the phonetic symbols, believing that each letter always makes its usual sound even when the symbols show otherwise.
* Students may think that the way a word is spelled is enough to know how it sounds and ignore the special pronunciation symbols in the dictionary.
* Students might rely only on the digital dictionary’s audio feature and forget to learn how to read the printed pronunciation guide.
* Students might skip looking at the pronunciation key in the dictionary, so they miss clues like stress marks or syllable breaks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.C+2
Standard Description: Use dictionaries to clarify or verify the precise meaning of words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
* Use a dictionary to determine the meaning of a word used in a sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may skip carefully reading pronunciation symbols and rely only on listening to the audio, missing out on learning how to read these symbols on their own.
* Students may think the first definition they see is the only meaning of a word, not realizing that many words have more than one meaning based on context.
* Students might ignore example sentences or usage notes in the dictionary, which help show how a word works in different situations.
* Students might treat phrases the same as single words, not checking for idiomatic meanings or special phrase definitions that give a clearer explanation of how the phrase is used.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.C+3
Standard Description: Use glossaries to determine or clarify the meaning of subject-specific vocabulary.

Key Concepts:
*None specified*

Learning Objectives:
* Use a glossary to find the definition of a given subject-specific word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may ignore the sentence’s clues and use a glossary definition that doesn’t match the word’s usage in that context.
* Students may only skim the glossary entry without reading the entire definition, missing details that explain how the word is used in the subject.
* Students may stop after reading one part of the glossary entry without checking for additional examples or details that clarify the subject-specific meaning.
* Students might have trouble finding the word in a digital glossary because they are unsure how to use search tools or navigate extra features.
* Students might think a glossary is the same as a dictionary and get confused when a word has a special meaning in a subject.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 2
Cluster Name: Style, Word Choice, and Vocabulary Tools
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.C+4
Standard Description: Use a thesaurus to find synonyms and antonyms for key words to clarify their precise meanings.

Key Concepts:
*None specified*

Learning Objectives:
* Choose an appropriate antonym from a thesaurus entry to replace a word within a sentence.
* Use a thesaurus to find a synonym for a given word.
* Use a thesaurus to find an antonym for a given word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may replace a word in a sentence with a synonym from the thesaurus without checking if it fits the meaning or tone of the sentence, which can change the sentence’s meaning.
* Students may think every word in a thesaurus means exactly the same as the original word, not realizing that some words are only similar in one way.
* Students might believe a thesaurus works like a dictionary by giving full definitions instead of just listing words with similar or opposite meanings.
* Students might choose an antonym from the thesaurus that doesn’t truly show the opposite of the original word because they assume every listed word is a perfect match.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+1
Standard Description: Identify similes in a given text.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the meaning conveyed by a simile within a sentence.
* Identify the simile within a given sentence.
* Identify the two things being compared in a given simile.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may take the simile too literally, failing to see the imaginative or figurative meaning behind comparing two things—for example, thinking “quiet as a mouse” is only about a mouse instead of understanding it means someone is very quiet.
* Students may think that any sentence with the words “like” or “as” is a simile, even when the sentence isn’t comparing two different things.
* Students might confuse similes with metaphors, believing that every comparison is a simile, even though similes always use “like” or “as.”
* Students might have trouble spotting which two things are being compared in a simile when extra details are added to the sentence, causing them to miss the clear connection made by “like” or “as.”

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+2
Standard Description: Interpret the meaning of similes based on textual context.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the specific characteristic shared by the two things compared in a simile, using context clues from the surrounding text.
* Explain the meaning conveyed by a simile based on the context of the sentence or passage it appears in.
* Identify the two things being compared in a simile presented within a sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may focus only on the words "like" or "as" and not identify both things being compared, which can cloud their understanding of the comparison.
* Students may take a simile literally, thinking the two things are exactly the same instead of seeing which quality they share.
* Students might assume all comparisons in a text are similes, leading them to misinterpret or overlook other details that help explain the specific trait being compared.
* Students might ignore the surrounding words that give hints about what the simile really means, missing important context clues.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+3
Standard Description: Identify metaphors in a given text.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a highlighted phrase in a sentence is a metaphor.
* Distinguish a metaphor from a simile within a set of figurative language examples.
* Identify the metaphor within a given sentence.
* Select the sentence that contains a metaphor from a group of sentences.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may ignore the context of the sentence, which can lead them to confuse a metaphor with ordinary descriptive details.
* Students may interpret a metaphor literally instead of understanding it is a figure of speech meant to show a deeper meaning.
* Students may mistake similes for metaphors by not noticing the key words "like" or "as" that signal a simile.
* Students might believe that every creative or imaginative description is a metaphor, even when it’s just descriptive language.
* Students might focus on signal words such as "is" or "are" and assume every sentence with these words contains a metaphor, even when it doesn’t.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+4
Standard Description: Explain the implied comparison made by a metaphor.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the meaning implied by the comparison in a given metaphor.
* Identify the two unlike things being compared in a given metaphor.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may focus only on one part of a metaphor and forget to identify the two different things being compared, so they don’t explain what common quality connects them.
* Students may think that a metaphor shows a literal fact instead of a hidden similarity—for example, hearing "Time is a thief" and believing time actually steals things instead of taking away moments.
* Students might interpret a metaphor’s words exactly as they are written, which makes it hard for them to see the figurative meaning behind the imaginative comparison.
* Students might look for words like "like" or "as" when they hear a metaphor, causing them to miss that a metaphor compares two things without these clues.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+5
Standard Description: Define and identify key differences between similes and metaphors.

Key Concepts:
*None specified*

Learning Objectives:
* Define the literary term "metaphor".
* Define the literary term "simile".
* Determine whether a given sentence contains a simile or a metaphor.
* Identify a metaphor within a given sentence.
* Identify a simile within a given sentence.
* Identify the specific comparison words used to form a simile.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may mistakenly believe that any sentence using "like" or "as" is a metaphor instead of a simile, even though those words signal a simile (for example, "as busy as a bee" is a simile).
* Students may overlook a metaphor because it doesn’t use "like" or "as," so they might not see the hidden comparison (for example, "The classroom was a zoo" is a metaphor).
* Students might assume that every creative comparison is automatically a simile or metaphor without checking the specific words that reveal a simile or the implicit nature of a metaphor.
* Students might think that both similes and metaphors always require words like "like" or "as" to show a comparison, when in fact metaphors compare without those words.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+6
Standard Description: Classify given examples as similes or metaphors accurately.

Key Concepts:
*None specified*

Learning Objectives:
* Classify a given sentence containing a comparison with "like" or "as" as a simile.
* Classify a given sentence containing a direct comparison without "like" or "as" as a metaphor.
* Identify a comparison statement in a sentence that uses the word "like" or "as".
* Identify a direct comparison statement in a sentence that does not use "like" or "as".

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may mix up similes and metaphors because both compare two things, not realizing that a simile uses “like” or “as” while a metaphor does not.
* Students may think that any sentence that compares two things is a simile, even if it does not use the words “like” or “as” (for example, “The classroom was a zoo” is a metaphor).
* Students might look only for “like” or “as” and miss that a sentence without these words can still be making a comparison, such as “Her voice is music,” which is a metaphor.
* Students might overlook the special words that tell them which type of comparison it is when a sentence is written in a creative or tricky way, leading to the wrong label.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.A+7
Standard Description: Transform metaphors into similes and vice versa to demonstrate understanding.

Key Concepts:
*None specified*

Learning Objectives:
* Transform a given metaphor into a simile.
* Transform a given simile into a metaphor.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may confuse similes and metaphors by believing they only differ by the presence of "like" or "as," not understanding that the way the comparison is expressed also changes how we think about it.
* Students may think that simply adding or removing "like" or "as" is enough to change a metaphor into a simile or vice versa without adjusting the sentence structure to keep the meaning clear.
* Students might not realize that the comparison must still make sense after the change, leading to sentences that do not make sense.
* Students might reverse parts of the comparison when transforming the sentence, mixing up which thing is being described and which is doing the describing, which makes the sentence confusing.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.B+1
Standard Description: Recognize and explain the meaning of common idioms.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the meaning of a common idiom when used in a sentence.
* Identify a common idiom within a given sentence.
* Match a common idiom to its correct non-literal meaning.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may ignore the clues in the surrounding sentence that help show an idiom’s figurative meaning, leading them to choose a wrong, literal explanation.
* Students may take idioms literally—for example, thinking "spill the beans" means dropping actual beans instead of realizing it means to reveal a secret.
* Students might mix up idioms with regular phrases, not realizing that idioms are fixed expressions with a special, non-literal meaning that shouldn’t be changed word-for-word.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.B+2
Standard Description: Recognize and explain the meaning of common adages and proverbs.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a common phrase is used as an adage/proverb or literally in a sentence.
* Explain the meaning of a common adage or proverb using one to three words.
* Identify a common adage or proverb within a sentence.
* Match a common adage or proverb to its correct explanation.
* Select the common adage or proverb that best applies to a given scenario.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may simply repeat a proverb without rephrasing it in their own words, which shows they haven’t really grasped the deeper meaning behind the saying.
* Students may view adages as strict rules to follow rather than wise advice, so they might use them without considering the situation or context.
* Students might choose a familiar proverb for a situation even when it doesn’t fit, because they focus on the words themselves rather than the advice or wisdom the proverb is meant to convey.
* Students might confuse adages with idioms, believing every common saying is meant to offer life lessons, when some phrases (like "break a leg") are simply expressions.
* Students might take an adage or proverb too literally—for example, thinking "Don't count your chickens before they hatch" means you must literally count chicks instead of understanding it warns against expecting success too early.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.C+1
Standard Description: Demonstrate understanding of words by relating them to their opposites.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the opposite of an underlined word within a sentence.
* Identify the pair of words that are opposites from a given list of word pairs.
* Identify the word that is the opposite of a given word.
* Select the word that is the opposite of a target word from a list of choices.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may ignore the sentence context when choosing an antonym, ending up with a word that seems opposite in general but doesn’t fit the specific meaning in the text.
* Students may think that every word has only one opposite, so they might choose a single answer even though some words can have more than one acceptable antonym.
* Students might get confused when a word has multiple meanings, leading them to pick an antonym that only matches one meaning rather than the one used in the sentence.
* Students might mix up similar words with opposites, selecting a word that means nearly the same instead of one that means the complete reverse.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: Unit 3
Cluster Name: Figurative Language & Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.5.C+2
Standard Description: Demonstrate understanding of words by relating them to words with similar but not identical meanings.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the antonym that best fits the meaning of an underlined word in a sentence.
* Choose the synonym that best fits the meaning of an underlined word in a sentence.
* Determine if a pair of words are synonyms or antonyms.
* Identify a word that means almost the same as a given word.
* Identify a word that means the opposite of a given word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may believe that synonyms are exactly the same as the original word, so they might swap words without noticing small differences in meaning (for example, thinking that “happy” and “joyful” can always be used interchangeably).
* Students may mix up similar words with opposites, confusing a synonym with an antonym and using a word that means the opposite of what is intended.
* Students might assume that adding or removing common prefixes (such as “un-”) always creates a true opposite, not realizing that understanding the full meaning of the word is needed to pick the right antonym.
* Students might choose a word based just on similar sounds or spelling instead of meaning, leading them to pick an incorrect synonym when context matters (like selecting “quiet” when “silent” would better fit the tone).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.4.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.4.3.A
Standard Description: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.4.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.4.4.A
Standard Description: Read grade-level text with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.4.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.4.4.B
Standard Description: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.4.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.4.4.C
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.1
Standard Description: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.2
Standard Description: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.2+1
Standard Description: Determine the main idea of a text and explain how it is supported by key details.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the main idea of a short informational text.
* Identify a key detail from the text that directly supports the main idea.
* Identify a sentence within the text that does not support the main idea.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may list several details from the text and believe that is the main idea, not realizing the main idea needs to be a clear summary of the most important point.
* Students may think the main idea is simply the first sentence in the text, even though it should sum up the whole message of the reading.
* Students might choose one interesting fact as the main idea, instead of finding a big idea that connects all the details.
* Students might report details without explaining how they support the main idea, because they sometimes overlook linking each fact back to the overall message.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.2+2
Standard Description: Summarize the text.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the best summary of a short informational text from the given options.
* Identify a key detail that supports the main idea of an informational text.
* Identify the main idea presented in a short informational text.
* Identify the main topic of a short informational text.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students might copy sentences or phrases directly from the text instead of rephrasing them in their own words.
* Students might include too many details—like extra examples or descriptive phrases—instead of focusing only on the main topic and key ideas.
* Students might mix up the main idea with supporting details, adding minor facts that make the summary confusing or unfocused.
* Students might think a summary needs every important fact, so they try to include too much information instead of selecting only what’s really essential.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.3
Standard Description: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.4
Standard Description: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.5
Standard Description: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.5+1
Standard Description: Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the overall way information is organized in a paragraph using a specific structure term.
* Identify the text structure used when events are organized by the time they occurred.
* Identify the text structure used when ideas are organized by their similarities and differences.
* Identify the text structure used when information explains reasons and their results.
* Identify the text structure used when information presents an issue and how it is addressed.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may think that a list of events always means the text is organized by time, even when the order is meant to show cause and effect.
* Students may think that comparing ideas only means looking at what is similar, forgetting that noticing differences is an important part of a comparison structure.
* Students might assume that every text follows just one clear structure, not recognizing that authors can blend time order, comparison, cause and effect, or problem and solution in one piece of writing.
* Students might mix up cause and effect with problem and solution, believing that whenever a problem is mentioned, the next event must be the cause instead of the solution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.5+2
Standard Description: Identify how a cause/effect structure outlines the events or ideas that lead to specific outcomes or consequences.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a short passage primarily uses a cause and effect structure to organize ideas.
* Identify a signal word or phrase that indicates a cause within a sentence.
* Identify a signal word or phrase that indicates an effect within a sentence.
* Identify the cause of a specific outcome presented in a short text.
* Identify the effect resulting from a specific event presented in a short text.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that any two events placed together in a text show a cause and effect relationship, ignoring that some events might just happen in order without causing each other.
* Students may think that finding a signal word like "because" always makes the connection clear, without checking if the sentence explains which event is the cause and which is the effect.
* Students might believe that when two events happen one after the other, the first event must always cause the second, even if there isn’t enough information to prove it.
* Students might overlook subtle signal words such as "due to" or "results in" when they are hidden in the middle or at the end of a sentence, missing the clues that show how one idea leads to another.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.5+3
Standard Description: Recognize how a problem/solution format presents a clear issue or challenge, followed by proposed methods or steps to resolve it.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a given text uses a problem/solution format based on its structure.
* Identify the specific problem or challenge presented in a short text.
* Identify the steps or methods proposed as the solution in a short text.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may believe that the solution always comes neatly at the end of a text and overlook when solution steps are mixed into the middle of the story.
* Students may think that any disagreement or conflict in a story is the main problem, even when it isn’t clearly marked as the issue that needs a solution.
* Students might confuse general details about what is happening with the specific steps meant to fix the problem, so they miss the clear solution parts.
* Students might have trouble connecting the problem with its solution, so they don’t see how the actions mentioned are meant to resolve the issue.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.5+4
Standard Description: Select and use text features

Key Concepts:
*None specified*

Learning Objectives:
* Describe how a specific text feature helps a reader navigate or find information within the text.
* Describe how a specific text feature helps a reader understand the information in the text.
* Explain the main purpose or function of a given text feature (e.g., heading, caption, glossary, index).
* Identify a specific text feature when presented within an informational text.
* Select the text feature that would best help a reader locate information about a specific topic within the text.
* Select the text feature that would best help a reader understand the meaning of a highlighted or bolded word.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may only notice big, colorful features like titles or images and overlook subtler ones like indexes or sidebars that help them navigate the text.
* Students may think that text features are just decorative pictures or fancy words instead of helpful tools for finding and understanding important information.
* Students might believe that all text features work the same way, so they might mix up a heading’s role with that of a caption or glossary.
* Students might choose a text feature based on how it looks rather than understanding its purpose, such as selecting an image for detailed information when a caption or heading would be more useful.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.6
Standard Description: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.7
Standard Description: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.8
Standard Description: Explain how an author uses reasons and evidence to support particular points in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.9
Standard Description: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.9+1
Standard Description: Integrate information from two texts on the same topic in order to write about the subject knowledgeably.

Key Concepts:
*None specified*

Learning Objectives:
* Combine a detail from the first text with a detail from the second text to answer a question about the topic.
* Identify the main topic shared by two different texts.
* Locate a specific detail about the topic presented in only one of the two texts.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may only read one text and ignore the other, so they miss out on important facts from both sources needed to answer the question fully.
* Students may think that only details mentioned in both texts are important, overlooking unique facts that add extra information about the topic.
* Students might list details from each text without combining them, turning their answer into a list instead of a clear, unified explanation.
* Students might mix up details from the two texts or add unrelated information, which can make their answer confusing and off-topic.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.4.D
Cluster Name: Range of Reading and Complexity of Text
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.4.10
Standard Description: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.1
Standard Description: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.1+1
Standard Description: Refer to details and examples in a text when explaining what the text says explicitly.

Key Concepts:
*None specified*

Learning Objectives:
* Identify a specific detail in the text that explains what the text explicitly states.
* Identify a specific example in the text that explains what the text explicitly states.
* Locate the exact words or phrase in the text that explicitly state a specific piece of information.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may choose long summaries of information rather than identifying one specific detail or example that directly supports what the text says.
* Students may mix up their own ideas with what is written, so they might explain the text using personal opinions rather than using the exact details given.
* Students might pick details that are only suggested or implied instead of finding the exact words or examples that clearly show what the text says.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.1+2
Standard Description: Refer to details and examples in a text when drawing inferences from the text.

Key Concepts:
*None specified*

Learning Objectives:
* Identify a specific detail in the text that supports an inference.
* Identify a specific example in the text that supports an inference.
* Make an inference about a character, setting, or event using specific details or examples from the text.
* Select the detail or example from the text that best supports a given inference.
* Use multiple details or examples from the text to determine an inferred meaning.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may guess what the text means without finding exact clues in the story—for example, they might say a character is brave because they like superheroes, instead of finding specific parts in the text that show bravery.
* Students may think that every detail in the text must lead to one clear idea, so they sometimes mix up a small clue with a full explanation of what is happening.
* Students might ignore clues that seem unimportant, missing out on details that help them understand the whole meaning of the text.
* Students might use just one small sentence as their proof, even though they should look for several details that work together to help them make a strong inference.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2
Standard Description: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.3
Standard Description: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.5
Standard Description: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.6
Standard Description: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.6+1
Standard Description: Compare and contrast the point of view from which different stories are narrated.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the points of view in two story excerpts by identifying if they are the same or different.
* Contrast the points of view used in two different story excerpts (e.g., first-person vs. third-person).
* Contrast the type of information revealed to the reader in a story told from the first-person point of view versus one told from the third-person point of view.
* Identify the point of view (first-person or third-person) from which a story excerpt is narrated.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may compare stories only by listing differences in events or settings instead of looking at how the narrator’s voice changes what we know about the characters.
* Students may mix up first-person and third-person points of view by not noticing clues like the words "I" or "he/she," which tell us who is speaking.
* Students might assume that the way a story is told (its point of view) doesn’t affect what information we receive, not realizing that a narrator’s perspective can limit or expand how we understand a character’s feelings and thoughts.
* Students might think that both points of view reveal a character’s thoughts and feelings in the same way, overlooking that first-person shows only one character’s inner side while third-person can share more than one character’s details.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.7
Standard Description: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.9
Standard Description: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.D
Cluster Name: Range of Reading and Complexity of Text
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.10
Standard Description: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.1.A
Standard Description: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.1.B
Standard Description: Follow agreed-upon rules for discussions and carry out assigned roles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.1.C
Standard Description: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.1.D
Standard Description: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.2
Standard Description: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.3
Standard Description: Identify the reasons and evidence a speaker provides to support particular points.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.4
Standard Description: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.5
Standard Description: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.6
Standard Description: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.1.A
Standard Description: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.1.A+1
Standard Description: When writing arguments to support claims in an analysis of substantive topics or texts, state an opinion.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the word or phrase within a sentence that signals it is an opinion.
* Determine if a provided reason logically supports a stated opinion about a topic or text.
* Distinguish between a statement of fact and a statement of opinion.
* Identify information or evidence from a text that supports a reason for an opinion.
* Identify the sentence that clearly states an opinion about a topic or text.
* Select a reason that directly supports a given opinion statement.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may overlook signal words like “I think,” “I believe,” or “in my opinion,” and therefore miss when a sentence is stating a personal opinion.
* Students may think that any sentence with strong or emotional words is an opinion, even when it is simply describing a fact from the text.
* Students might confuse detailed descriptions from the text with opinions, believing that any sentence with extra details is a personal view.
* Students might mix up the facts that support an opinion with the opinion itself, not understanding that the opinion is the writer’s own belief while facts are used as evidence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.1.B
Standard Description: Provide reasons that are supported by facts and details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.1.C
Standard Description: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.1.D
Standard Description: Provide a concluding statement or section related to the opinion presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.2.A
Standard Description: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.2.B
Standard Description: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.2.C
Standard Description: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.2.C+1
Standard Description: When writing informative/explanatory texts to examine and convey complex ideas and information clearly and accurately, use transition words and phrases to link ideas within categories of information.

Key Concepts:
*None specified*

Learning Objectives:
* Complete a sentence by inserting the most appropriate transition word or phrase to link the ideas logically.
* Determine the purpose (e.g., showing sequence, adding information, contrasting ideas) of a specific transition word or phrase used in a sentence.
* Identify the transition word or phrase used to link ideas within a given sentence or short paragraph.
* Select the transition word or phrase that best connects two related ideas within an informative text.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may confuse transition words with regular linking or filler words, leading to sentences that don’t clearly explain how ideas are connected.
* Students may think all transition words work the same way, not realizing that words like "for example" show an example while "another" adds extra information.
* Students may use transition words randomly without thinking about which idea each word connects—for example, writing "because" when they mean to add another thought.
* Students might choose a transition that doesn’t match the relationship between ideas, such as using "also" instead of "because" when explaining a cause.
* Students might insert transition words in a sentence without checking if they clearly link two related ideas, which can make the writing confusing.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.2.D
Standard Description: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.2.E
Standard Description: Provide a concluding statement or section related to the information or explanation presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.A
Standard Description: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.A+1
Standard Description: When writing narratives that develop real or imagined experiences or events, organize an event sequence that unfolds naturally.

Key Concepts:
*None specified*

Learning Objectives:
* Choose a transition word or phrase that best shows the sequence between two events in a narrative.
* Determine the correct chronological order for a set of jumbled narrative events.
* Identify the first event in a short sequence of narrative events.
* Identify the last event in a short sequence of narrative events.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may start the story by jumping right into action without first setting up the situation or introducing the characters, leaving readers confused about what is happening.
* Students may use transition words like "suddenly" or "then" in the wrong place, which can make the timeline of events unclear.
* Students might add events that don’t connect logically, causing the sequence to feel random instead of unfolding naturally.
* Students might mix up the order of events by putting the ending before the beginning, making the story feel jumbled and hard to follow.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.B
Standard Description: Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.B+1
Standard Description: When writing narratives that develop real or imagined experiences or events, use dialogue to develop experiences and events or show the responses of characters to situations.

Key Concepts:
*None specified*

Learning Objectives:
* Determine what event is happening based on the characters' dialogue.
* Identify dialogue in a narrative passage that describes an event.
* Identify dialogue in a narrative passage that shows a character's reaction to a situation.
* Select the dialogue that best describes a specific event happening within a short story excerpt.
* Select the dialogue that best shows a character's specific emotional reaction within a short story excerpt.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may forget proper punctuation, like quotation marks and commas, which makes it hard for readers to tell who is speaking and understand the character’s emotions.
* Students may think dialogue is just talking and not realize it also shows how a character feels or reacts to events.
* Students might mix up dialogue with narration by including too many descriptive details inside the spoken words instead of using clear dialogue tags or separate descriptions.
* Students might write dialogue that doesn’t move the story forward, using conversations that don’t clearly show the events or a character’s response to situations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.C
Standard Description: Use a variety of transitional words and phrases to manage the sequence of events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.D
Standard Description: Use concrete words and phrases and sensory details to convey experiences and events precisely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.3.E
Standard Description: Provide a conclusion that follows from the narrated experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.4
Standard Description: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.4+1
Standard Description: Produce clear and coherent writing in which the development and organization are appropriate to task and purpose.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the clearest sentence from a group of options expressing the same idea.
* Determine if a short piece of writing appropriately addresses a given writing task.
* Identify a sentence within a paragraph that is off-topic or does not belong.
* Identify the main purpose of a short written piece (e.g., to inform, persuade, entertain).
* Identify the sentence that best begins a paragraph on a given topic.
* Identify the sentence that best concludes a paragraph.
* Identify the topic sentence that states the main idea of a paragraph.
* Select the best transition word or phrase to logically connect two sentences or ideas.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may forget to start with a clear topic sentence, which leaves the reader unsure about what the paragraph is about.
* Students may mix in sentences that don’t match the main idea, like adding details about a game in a paragraph meant to describe a pet.
* Students may not use words that connect ideas, so their paragraph can feel jumpy and hard to follow.
* Students might add extra details that don’t support the main point, thinking that more information always makes their writing better.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.5
Standard Description: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.5+1
Standard Description: Evaluate each sentence for clarity and relevance, removing those that don’t align.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the sentence that should be removed from a paragraph because it does not support the main topic.
* Choose the sentence that should be removed from a paragraph to improve its clarity.
* Identify a sentence within a paragraph that is irrelevant or off-topic compared to the main idea.
* Identify a sentence within a paragraph that is unclear or confusing.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may assume that a sentence must repeat the exact main topic words to be relevant, overlooking sentences that add helpful supporting information.
* Students may focus only on whether a sentence is easy to read without checking if it fits the overall paragraph, accidentally keeping clear sentences that do not align with the main topic.
* Students may think that any sentence they find confusing must be deleted, even when rephrasing it could make it clear.
* Students might believe that longer sentences with extra details are off-topic, so they remove them even if those details support the main idea.
* Students might think that sentences with hard or fancy words are automatically irrelevant, leading them to remove important ideas simply because the vocabulary seems challenging.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.5+4
Standard Description: Proofread grammar, spelling, and punctuation.

Key Concepts:
*None specified*

Learning Objectives:
* Identify and correct a grammatical error within a provided sentence.
* Identify and correct a punctuation error within a provided sentence.
* Identify and correct a spelling error within a provided sentence.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* Students may believe that if a sentence sounds right when read aloud, its grammar is correct, which can make them overlook errors like incorrect subject-verb agreement.
* Students may think that proofreading only means checking for spelling mistakes, so they might ignore errors in grammar or punctuation even when a sentence doesn’t follow the rules.
* Students might rush through their writing and miss small punctuation marks (like commas or periods) because they believe a sentence sounds okay even without them.
* Students might trust their first read of a familiar word and not check it again, leading them to miss subtle spelling mistakes that need correction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.6
Standard Description: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.7
Standard Description: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.8
Standard Description: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.9.A
Standard Description: Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.9.B
Standard Description: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 4th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.4.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.4.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A
Standard Description: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.B
Standard Description: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.C
Standard Description: Use verb tense to convey various times, sequences, states, and conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.D
Standard Description: Recognize and correct inappropriate shifts in verb tense.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.E
Standard Description: Use correlative conjunctions (e.g., either/or, neither/nor).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.A
Standard Description: Use punctuation to separate items in a series.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.B
Standard Description: Use a comma to separate an introductory element from the rest of the sentence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.C
Standard Description: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.D
Standard Description: Use underlining, quotation marks, or italics to indicate titles of works.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.E
Standard Description: Spell grade-appropriate words correctly, consulting references as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.3.A
Standard Description: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.3.B
Standard Description: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.A
Standard Description: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.B
Standard Description: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.C
Standard Description: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.A
Standard Description: Interpret figurative language, including similes and metaphors, in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.B
Standard Description: Recognize and explain the meaning of common idioms, adages, and proverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.C
Standard Description: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6
Standard Description: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.5.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.5.3.A
Standard Description: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.5.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.5.4.A
Standard Description: Read grade-level text with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.5.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.5.4.B
Standard Description: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.5.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.5.4.C
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.1
Standard Description: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.2
Standard Description: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.3
Standard Description: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.4
Standard Description: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.5
Standard Description: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.6
Standard Description: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.7
Standard Description: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.8
Standard Description: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.9
Standard Description: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.5.D
Cluster Name: Range of Reading and Complexity of Text
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.5.10
Standard Description: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.1
Standard Description: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.2
Standard Description: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.3
Standard Description: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.5
Standard Description: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.6
Standard Description: Describe how a narrator’s or speaker’s point of view influences how events are described.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.7
Standard Description: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.9
Standard Description: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.D
Cluster Name: Range of Reading and Complexity of Text
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.10
Standard Description: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.1.A
Standard Description: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.1.B
Standard Description: Follow agreed-upon rules for discussions and carry out assigned roles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.1.C
Standard Description: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.1.D
Standard Description: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.2
Standard Description: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.3
Standard Description: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.4
Standard Description: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.5
Standard Description: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.5.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.5.6
Standard Description: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.1.A
Standard Description: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.1.B
Standard Description: Provide logically ordered reasons that are supported by facts and details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.1.C
Standard Description: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.1.D
Standard Description: Provide a concluding statement or section related to the opinion presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.2.A
Standard Description: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.2.B
Standard Description: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.2.C
Standard Description: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.2.D
Standard Description: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.2.E
Standard Description: Provide a concluding statement or section related to the information or explanation presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.3.A
Standard Description: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.3.B
Standard Description: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.3.C
Standard Description: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.3.D
Standard Description: Use concrete words and phrases and sensory details to convey experiences and events precisely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.3.E
Standard Description: Provide a conclusion that follows from the narrated experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.4
Standard Description: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.5
Standard Description: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.6
Standard Description: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.7
Standard Description: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.8
Standard Description: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.9.A
Standard Description: Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.9.B
Standard Description: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 5th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.5.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.5.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.A
Standard Description: Ensure that pronouns are in the proper case (subjective, objective, possessive).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.B
Standard Description: Use intensive pronouns (e.g., myself, ourselves).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.C
Standard Description: Recognize and correct inappropriate shifts in pronoun number and person.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.D
Standard Description: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.E
Standard Description: Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.2.A
Standard Description: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.2.B
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.3.A
Standard Description: Vary sentence patterns for meaning, reader/listener interest, and style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.3.B
Standard Description: Maintain consistency in style and tone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.B
Standard Description: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.C
Standard Description: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.5.A
Standard Description: Interpret figures of speech (e.g., personification) in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.5.B
Standard Description: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.5.C
Standard Description: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.6
Standard Description: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.1
Standard Description: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.2
Standard Description: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.3
Standard Description: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.5
Standard Description: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.6
Standard Description: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.7
Standard Description: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.8
Standard Description: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.9
Standard Description: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.10
Standard Description: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.1
Standard Description: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.2
Standard Description: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.3
Standard Description: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.5
Standard Description: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.6
Standard Description: Explain how an author develops the point of view of the narrator or speaker in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.7
Standard Description: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.9
Standard Description: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.10
Standard Description: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.1.A
Standard Description: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.1.B
Standard Description: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.1.C
Standard Description: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.1.D
Standard Description: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.2
Standard Description: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.3
Standard Description: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.4
Standard Description: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.5
Standard Description: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.6.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.6.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.1.A
Standard Description: Introduce claim(s) and organize the reasons and evidence clearly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.1.B
Standard Description: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.1.C
Standard Description: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.1.D
Standard Description: Establish and maintain a formal style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.1.E
Standard Description: Provide a concluding statement or section that follows from the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.2.A
Standard Description: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.2.B
Standard Description: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.2.C
Standard Description: Use appropriate transitions to clarify the relationships among ideas and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.2.D
Standard Description: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.2.E
Standard Description: Establish and maintain a formal style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.2.F
Standard Description: Provide a concluding statement or section that follows from the information or explanation presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.3.A
Standard Description: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.3.C
Standard Description: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.3.D
Standard Description: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.3.E
Standard Description: Provide a conclusion that follows from the narrated experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.5
Standard Description: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.6
Standard Description: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.7
Standard Description: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.8
Standard Description: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.9.A
Standard Description: Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.9.B
Standard Description: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 6th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.6.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.6.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.A
Standard Description: Explain the function of phrases and clauses in general and their function in specific sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.B
Standard Description: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.C
Standard Description: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.2.A
Standard Description: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.2.B
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.3.A
Standard Description: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.B
Standard Description: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.C
Standard Description: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.5.A
Standard Description: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.5.B
Standard Description: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.5.C
Standard Description: Distinguish among the connotations (associations) of   words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.6
Standard Description: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.1
Standard Description: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.2
Standard Description: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.3
Standard Description: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.5
Standard Description: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.6
Standard Description: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.7
Standard Description: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.8
Standard Description: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.9
Standard Description: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.7.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.7.10
Standard Description: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.1
Standard Description: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.2
Standard Description: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.3
Standard Description: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.5
Standard Description: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.6
Standard Description: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.7
Standard Description: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.9
Standard Description: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.10
Standard Description: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.1.A
Standard Description: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.1.B
Standard Description: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.1.C
Standard Description: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.1.D
Standard Description: Acknowledge new information expressed by others and, when warranted, modify their own views.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.2
Standard Description: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.3
Standard Description: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.4
Standard Description: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.5
Standard Description: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.7.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.7.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.1.A
Standard Description: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.1.B
Standard Description: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.1.C
Standard Description: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.1.D
Standard Description: Establish and maintain a formal style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.1.E
Standard Description: Provide a concluding statement or section that follows from and supports the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.2.A
Standard Description: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.2.B
Standard Description: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.2.C
Standard Description: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.2.D
Standard Description: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.2.E
Standard Description: Establish and maintain a formal style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.2.F
Standard Description: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.3.A
Standard Description: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.3.C
Standard Description: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.3.D
Standard Description: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.3.E
Standard Description: Provide a conclusion that follows from and reflects on the narrated experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.5
Standard Description: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.6
Standard Description: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.7
Standard Description: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.8
Standard Description: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.9.A
Standard Description: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.9.B
Standard Description: Apply grade 7 Reading standards to literary nonfiction (e.g. ,“Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 7th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.7.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.7.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.1.A
Standard Description: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.1.B
Standard Description: Form and use verbs in the active and passive voice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.1.C
Standard Description: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.1.D
Standard Description: Recognize and correct inappropriate shifts in verb voice and mood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.2.A
Standard Description: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.2.B
Standard Description: Use an ellipsis to indicate an omission.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.2.C
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.3.A
Standard Description: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.4.B
Standard Description: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.4.C
Standard Description: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.5.A
Standard Description: Interpret figures of speech (e.g. verbal irony, puns) in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.5.B
Standard Description: Use the relationship between particular words to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.5.C
Standard Description: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.8.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.8.6
Standard Description: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.1
Standard Description: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.2
Standard Description: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.3
Standard Description: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.5
Standard Description: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.6
Standard Description: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.7
Standard Description: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.8
Standard Description: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.9
Standard Description: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.8.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.8.10
Standard Description: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.1
Standard Description: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.2
Standard Description: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.3
Standard Description: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.5
Standard Description: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.6
Standard Description: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.7
Standard Description: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.9
Standard Description: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.8.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.8.10
Standard Description: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.1.A
Standard Description: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.1.B
Standard Description: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.1.C
Standard Description: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.1.D
Standard Description: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.2
Standard Description: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.3
Standard Description: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.4
Standard Description: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.5
Standard Description: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.8.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.8.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.1.A
Standard Description: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.1.B
Standard Description: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.1.C
Standard Description: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.1.D
Standard Description: Establish and maintain a formal style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.1.E
Standard Description: Provide a concluding statement or section that follows from and supports the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.2.A
Standard Description: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.2.B
Standard Description: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.2.C
Standard Description: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.2.D
Standard Description: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.2.E
Standard Description: Establish and maintain a formal style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.2.F
Standard Description: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.3.A
Standard Description: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.3.C
Standard Description: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.3.D
Standard Description: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.3.E
Standard Description: Provide a conclusion that follows from and reflects on the narrated experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.5
Standard Description: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.6
Standard Description: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.7
Standard Description: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.8
Standard Description: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.9.A
Standard Description: Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.9.B
Standard Description: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 8th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.8.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.8.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.1.A
Standard Description: Use parallel structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.1.B
Standard Description: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.2.A
Standard Description: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.2.B
Standard Description: Use a colon to introduce a list or quotation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.2.C
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.3.A
Standard Description: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.A
Standard Description: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.B
Standard Description: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.C
Standard Description: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.4.D
Standard Description: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.5.A
Standard Description: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.5.B
Standard Description: Analyze nuances in the meaning of words with similar denotations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.9.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.9-10.6
Standard Description: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.2
Standard Description: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.3
Standard Description: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.4
Standard Description: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.5
Standard Description: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.6
Standard Description: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.7
Standard Description: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.8
Standard Description: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.9
Standard Description: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.9.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.9-10.10
Standard Description: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.  By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.1
Standard Description: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.2
Standard Description: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.3
Standard Description: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.4
Standard Description: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.5
Standard Description: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.6
Standard Description: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.7
Standard Description: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.9
Standard Description: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.9.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.9-10.10
Standard Description: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.   By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.A
Standard Description: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.B
Standard Description: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.C
Standard Description: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.1.D
Standard Description: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.2
Standard Description: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.3
Standard Description: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.4
Standard Description: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.5
Standard Description: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.9.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.9-10.6
Standard Description: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.A
Standard Description: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.B
Standard Description: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.C
Standard Description: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.D
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.1.E
Standard Description: Provide a concluding statement or section that follows from and supports the argument presented.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.A
Standard Description: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.B
Standard Description: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.C
Standard Description: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.D
Standard Description: Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.E
Standard Description: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.2.F
Standard Description: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.A
Standard Description: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.B
Standard Description: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.C
Standard Description: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.D
Standard Description: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.3.E
Standard Description: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.4
Standard Description: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.5
Standard Description: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.6
Standard Description: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.7
Standard Description: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.8
Standard Description: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.9.A
Standard Description: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.9.B
Standard Description: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: 9th Grade
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.9.D
Cluster Name: Range of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.9-10.10
Standard Description: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.1.A
Standard Description: Print many upper- and lowercase letters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.1.B
Standard Description: Use frequently occurring nouns and verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.1.C
Standard Description: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.1.D
Standard Description: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.1.E
Standard Description: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.1.F
Standard Description: Produce and expand complete sentences in shared language activities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.2.A
Standard Description: Capitalize the first word in a sentence and the pronoun I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.2.B
Standard Description: Recognize and name end punctuation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.2.C
Standard Description: Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.2.D
Standard Description: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.4.A
Standard Description: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.4.B
Standard Description: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.5.A
Standard Description: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.5.B
Standard Description: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.5.C
Standard Description: Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.5.D
Standard Description: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.K.B
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.K.6
Standard Description: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.A
Cluster Name: Print Concepts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.1.A
Standard Description: Follow words from left to right, top to bottom, and page by page.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.A
Cluster Name: Print Concepts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.1.B
Standard Description: Recognize that spoken words are represented in written language by specific sequences of letters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.A
Cluster Name: Print Concepts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.1.C
Standard Description: Understand that words are separated by spaces in print.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.A
Cluster Name: Print Concepts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.1.D
Standard Description: Recognize and name all upper- and lowercase letters of the alphabet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.2.A
Standard Description: Recognize and produce rhyming words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.2.B
Standard Description: Count, pronounce, blend, and segment syllables in spoken words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.2.C
Standard Description: Blend and segment onsets and rimes of single-syllable spoken words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.2.D
Standard Description: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.B
Cluster Name: Phonological Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.2.E
Standard Description: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.3.A
Standard Description: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.3.B
Standard Description: Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.3.C
Standard Description: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.3.D
Standard Description: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.K.C
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.K.4
Standard Description: Read emergent-reader texts with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.1
Standard Description: With prompting and support, ask and answer questions about key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.2
Standard Description: With prompting and support, identify the main topic and retell key details of a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.3
Standard Description: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.4
Standard Description: With prompting and support, ask and answer questions about unknown words in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.5
Standard Description: Identify the front cover, back cover, and title page of a book.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.6
Standard Description: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.7
Standard Description: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.8
Standard Description: With prompting and support, identify the reasons an author gives to support points in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.9
Standard Description: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.K.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.K.10
Standard Description: Actively engage in group reading activities with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.1
Standard Description: With prompting and support, ask and answer questions about key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.2
Standard Description: With prompting and support, retell familiar stories, including key details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.3
Standard Description: With prompting and support, identify characters, settings, and major events in a story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.4
Standard Description: Ask and answer questions about unknown words in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.5
Standard Description: Recognize common types of texts (e.g., storybooks, poems).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.6
Standard Description: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.7
Standard Description: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.9
Standard Description: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.K.D
Cluster Name: Range of Reading and Level of Text Complexity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.K.10
Standard Description: Actively engage in group reading activities with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.1.A
Standard Description: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.1.B
Standard Description: Continue conversations through multiple exchanges

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.2
Standard Description: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.3
Standard Description: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.4
Standard Description: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.5
Standard Description: Add drawings or other visual displays to descriptions as desired to provide additional detail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.K.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.K.6
Standard Description: Apply audibly and express thoughts, feelings, and ideas clearly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.1
Standard Description: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.2
Standard Description: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.A
Cluster Name: Text Types and Purposes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.3
Standard Description: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.5
Standard Description: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.B
Cluster Name: Production and Distribution of Writing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.6
Standard Description: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.7
Standard Description: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: Kindergarten
Unit ID: W
Unit Name: Writing
Cluster ID: CCSS.ELA-LITERACY.W.K.C
Cluster Name: Research to Build and Present Knowledge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.W.K.8
Standard Description: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.1+1
Standard Description: Distinguish between defining attributes of a shape versus non-defining attributes of a shape.

Key Concepts:
*None specified*

Learning Objectives:
* Discuss the importance of identifying defining attributes in understanding geometric properties and classifications.

Assessment Boundaries:
* Assessment is limited to identifying defining attributes such as the number of sides and closed nature of basic shapes like triangles, rectangles, and circles. Non-defining attributes such as color, orientation, and size should not be assessed.

Common Misconceptions:
* Some students might assume that the position of a shape on the page or in space is a part of its defining attributes, missing the focus on geometric properties.
* Students may believe that a shape's color or size contributes to its defining characteristics, confusing non-defining attributes with defining ones.
* Students might not understand that orientation (the way a shape is turned or rotated) is a non-defining attribute of a shape.
* There could be a misunderstanding that shapes cannot change categories if their defining attributes are present but non-defining attributes are altered.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.1+2
Standard Description: Build and draw shapes to possess defining attributes.

Key Concepts:
*None specified*

Learning Objectives:
* Construct physical models of geometric shapes using materials like clay or sticks, ensuring the presence of defining attributes.
* Differentiate between and provide examples of drawing a shape and building a model of a shape.
* Discuss and record observations about the defining attributes observed in various everyday objects resembling geometric shapes.
* Draw common geometric shapes ensuring they incorporate all the defining attributes discussed.

Assessment Boundaries:
* Assessment is limited to building and drawing basic two-dimensional shapes such as squares, rectangles, circles, triangles, and hexagons. Emphasis is placed on the defining attributes, namely, number of sides and vertices, as well as the characteristic of the shape being closed. Non-defining attributes such as color, size, and orientation should not factor into examples or tasks.

Common Misconceptions:
* Students may confuse defining and non-defining attributes, such as thinking that color or size are important for classifying shapes as specific geometric figures.
* Students may think any three-sided figure is a triangle without considering if it is a closed shape or if the sides are straight.
* Students might incorrectly believe that all geometric figures that look similar are the same shape, ignoring specific defining characteristics like the number of sides.
* There may be a misconception that shapes must be oriented a certain way to maintain their identity, such as believing a triangle is not a triangle if it is turned upside down.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.2+1
Standard Description: Compose two-dimensional shapes to create a composite shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.2+3
Standard Description: Compose new shapes from a composite shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.3+1
Standard Description: Partition circles and rectangles into two equal shares and describe them as halves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.3+2
Standard Description: Partition circles and rectangles into four equal shares and describe them as fourths.

Key Concepts:
*None specified*

Learning Objectives:
* Describe a whole circle or rectangle in terms of its four fourths.
* Partition a rectangle into four equal shares and identify each share as a fourth of the rectangle.

Assessment Boundaries:
* Assessment is limited to partitioning circles and rectangles into four equal shares using simple shapes and describing them as fourths without requiring alternate terminology (like quarters) or emphasizing different partition shapes or comparative analysis of share sizes.

Common Misconceptions:
* Some students may have difficulty understanding the concept that more shares create smaller pieces, assuming instead that more slices always mean the pieces are larger.
* Students may mistakenly believe that all 'fourths' must look exactly alike, not realizing that equal parts can have different shapes as long as they have the same area.
* Students might think that dividing different shapes (like a square and a circle) into fourths always results in identical sections, ignoring shape differences.
* There might be confusion between the terms 'fourth' and 'quarter,' with students not understanding they are synonymous.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.3+3
Standard Description: Use the phrases half of, fourth of, and quarter of to describe equal shares of partitioned circles and rectangles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.1.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: CCSS.MATH.CONTENT.1.G.A.3+4
Standard Description: Describe the whole as two halves or four quarters.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate partitioning a rectangle into four equal parts using manipulatives and describe it as four quarters.
* Describe a rectangle in terms of four quarters verbally.
* Illustrate by drawing how two halves form a complete circle.

Assessment Boundaries:
* Assessment is limited to describing the whole as two halves or four quarters using simple geometric shapes like circles and rectangles. The use of other shapes or more complex partitioning is beyond the scope.

Common Misconceptions:
* Some students may not understand that the terms 'halves' and 'quarters' refer specifically to the two or four equal parts of a single whole, and may think they are general terms for any two or four pieces regardless of equality or size.
* Students may confuse the term 'halves' and 'quarters' with unrelated concepts, such as mistaking 'quarters' to mean something related to four separate objects or money instead of portions of a whole.
* Students might believe that if two halves make a whole, then two quarters also make a whole, overlooking that it actually requires four quarters to make a whole.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.A
Cluster Name: Measure lengths indirectly and by iterating length units.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: CCSS.MATH.CONTENT.1.MD.A.1+1
Standard Description: Order three objects by length.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a visual representation, such as a drawing or diagram, to show the order of three objects by their length.
* Select and use appropriate tools to measure and order the length of three objects.

Assessment Boundaries:
* Assessment of ordering three objects by length is limited to direct comparison of visually aligning endpoints to determine longer, shorter, and equal lengths. Indirect comparisons using measurement tools or units are beyond the scope.

Common Misconceptions:
* Learners might misunderstand the concept of ordering by length, assuming that only two objects need to be compared at a time, rather than understanding the overall sequence required for ordering three objects.
* Some students may struggle with the idea of length conservation, believing that an object looks longer if it is placed vertically rather than horizontally, affecting their ability to order objects properly.
* Students may think that the longest object must be the one that appears to extend the farthest, without aligning endpoints correctly, leading to incorrect ordering based on visual perception alone.
* There might be confusion regarding the necessity of using a consistent point of reference or a starting point when comparing and ordering objects by length.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.A
Cluster Name: Measure lengths indirectly and by iterating length units.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: CCSS.MATH.CONTENT.1.MD.A.1+2
Standard Description: Compare the lengths of two objects indirectly by using a third object.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the process of using a third object to compare the lengths of two objects and justify the reasoning.
* Solve problems involving indirect length comparison, utilizing reasoning and estimation skills.

Assessment Boundaries:
* Assessment is limited to creating a linear comparison by physically aligning objects to determine indirect length relationships. Students should use a third object for comparison, but mathematical explanations or abstract reasoning beyond physical alignment are unnecessary.

Common Misconceptions:
* Students may believe they can directly compare two objects without understanding the need for alignment or consistent positioning, potentially using haphazard placements that lead to incorrect comparisons.
* Students may confuse the use of non-standard units or assume that any object can serve as a measurement intermediary without considering differences in size or proportion.
* Students might misunderstand how to use a third object for indirect comparison, assuming that if one comparison is longer, it automatically applies to the other, without grasping the concept of transitivity (e.g., if A is longer than B, and B is longer than C, then A is longer than C).
* Students might think that the length of an object changes when its orientation is altered (e.g., horizontal vs. vertical), not recognizing that length is a constant attribute.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.A
Cluster Name: Measure lengths indirectly and by iterating length units.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: CCSS.MATH.CONTENT.1.MD.A.2+1
Standard Description: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object end to end.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to correct mistakes in aligning measurement units end-to-end, such as fixing gaps or overlaps during measurement.
* Use visual aids (e.g., diagrams) to show the process of measuring an object’s length with multiple units.

Assessment Boundaries:
* Assessment is limited to contexts where the object is spanned by whole number lengths of non-overlapping units, without converting units or involving fractional lengths.

Common Misconceptions:
* Some students think that using a different sized unit will produce the same result as using a consistent length unit throughout, not understanding the necessity for uniform measurement units.
* Students may believe that gaps between units are acceptable, not realizing that gaps can result in inaccurate measurements of length.
* Students often leave overlaps between units when measuring, mistakenly assuming this will result in an accurate measure.
* There might be confusion that the number of units used is more significant than the consistent size of units, leading them to focus on quantity rather than uniformity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.A
Cluster Name: Measure lengths indirectly and by iterating length units.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: CCSS.MATH.CONTENT.1.MD.A.2+2
Standard Description: Understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to count the number of same-sized length units that span an object and understand that this count represents the length of the object.

Assessment Boundaries:
* Assessment is limited to measuring length using whole numbers of consistent, same-size units that fit end-to-end without gaps or overlaps. Measurement contexts will not include scenarios where fractional or mixed units are required.

Common Misconceptions:
* Children may think that the length of an object can be measured correctly even if the endpoint of the object is not aligned precisely with the endpoints of the length-units, leading to misinterpretations.
* Students may leave gaps or create overlaps between the units when laying them end to end, failing to understand that the units must be contiguous and without any overlaps for an accurate measurement.
* Students might believe that any kind of item can be used as a measuring unit without considering that the units need to be the same size for a correct measurement.
* There may be confusion about the measurement being the count of the number of units used, rather than the size of the object being measured requiring consistency in unit size.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.B
Cluster Name: Tell and write time.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: CCSS.MATH.CONTENT.1.MD.B.3+1
Standard Description: Tell and write time in hours using analog clocks.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to write the time shown on an analog clock as full-hour times.
* Differentiate between different positions on an analog clock and their corresponding hours.

Assessment Boundaries:
* Assessment is limited to telling and writing time to the hour using analog clocks without half-hour increments. Digital clocks and half-hour time increments are beyond the scope.

Common Misconceptions:
* Some students might overlook the concept of 'o'clock,' thinking that any time the hour hand is near a number, it represents that hour, even when it is not exactly on the hour.
* Students may not understand that the hour hand moves gradually between numbers as time passes, leading them to expect the hour hand to point directly at a number throughout the hour.
* Students might confuse the hour hand with the minute hand, resulting in incorrect time-telling.
* Students might think that the position of the minute hand affects the way the hour should be read, rather than focusing on the position of the hour hand alone when telling time in whole hours.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.B
Cluster Name: Tell and write time.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: CCSS.MATH.CONTENT.1.MD.B.3+2
Standard Description: Tell and write time in half-hours using analog clocks.

Key Concepts:
*None specified*

Learning Objectives:
* Match the time written in half-hour increments to the corresponding position of the hands on an analog clock. (Stimulus necessary)
* Write the time shown on an analog clock to the nearest half-hour.

Assessment Boundaries:
* Assessment is limited to reading and writing time to the half-hour using analog clocks, without requiring conversion between different time formats or digital clocks. Understanding only applies to standard one-hour intervals divided into halves on a standard clock face.

Common Misconceptions:
* Children might think that the hour hand only points directly to a number and doesn't point between numbers, leading to misreading when the time is half past an hour.
* Some students may inaccurately associate the 'half past' descriptor only with digital clocks, overlooking its use in analog contexts.
* Students may confuse the position of the hour hand and the minute hand when telling time, thinking both move the same distance in the same time frame.
* Students might incorrectly perceive half-hour as 30 minutes past any given hour, resulting in errors when the hour hand is positioned halfway between two hour marks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.B
Cluster Name: Tell and write time.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: CCSS.MATH.CONTENT.1.MD.B.3+3
Standard Description: Tell and write time in hours using digital clocks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.B
Cluster Name: Tell and write time.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: CCSS.MATH.CONTENT.1.MD.B.3+4
Standard Description: Tell and write time in half-hours using digital clocks.

Key Concepts:
*None specified*

Learning Objectives:
* Match digital clock displays to their corresponding times in half hours.
* Relate the digital clock time to real-world events occurring at half-hour intervals.
* Write the correct time in half-hour increments when given a digital clock display.

Assessment Boundaries:
* Assessment is limited to writing and reading time to the nearest half-hour on digital clocks only. Analog clocks are not included in this assessment boundary.

Common Misconceptions:
* Students may believe that the displayed time is a countdown of minutes to reach the next hour rather than the current time indication.
* Students might confuse the half-hour timings on digital clocks, interpreting them only in whole numbers rather than understanding increments of 30 minutes.
* The concept of AM and PM might be confusing, leading some students to think they display time in 24-hour format or mix morning/evening times.
* There is often a misunderstanding that the number displayed after the colon in digital time represents seconds instead of minutes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.C
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: CCSS.MATH.CONTENT.1.MD.C.4+1
Standard Description: Organize and represent data with up to three categories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.C
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: CCSS.MATH.CONTENT.1.MD.C.4+2
Standard Description: Interpret data with up to three categories.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the quantity of data points in different categories, interpreting what these differences indicate about the data as a whole.
* Discuss the similarities and differences between categories when interpreting data from a table.
* Predict potential outcomes or trends based on the data interpreted from a three-category chart.
* Use data from a chart with up to three categories to determine the frequency of each category.

Assessment Boundaries:
* Assessment should focus on interpreting data using visual representations such as bar graphs or pictographs with up to three categories. Interpreting involves identifying and explaining the data patterns and comparisons between categories. More complex statistical analyses or numerical data calculations are beyond the scope.

Common Misconceptions:
* Students may assume that the order in which categories are presented in a chart or graph implies a hierarchy or importance, not understanding that the sequence does not affect the interpretation of data.
* Students may mistakenly believe that each category must have an equal number of data points, thinking that data representation requires balance or symmetry.
* Students might have difficulty differentiating between total data points and the points within individual categories, leading to confusion when interpreting the data.
* When comparing categories, students may struggle to accurately assess 'how many more' or 'how many less,' often defaulting to visual guesses rather than using calculated comparisons.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.C
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: CCSS.MATH.CONTENT.1.MD.C.4+3
Standard Description: Ask and answer questions about the total number of data points in a given data set.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.C
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: CCSS.MATH.CONTENT.1.MD.C.4+4
Standard Description: Ask and answer questions about the number of data points in each category.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the number of data points in different categories and discuss the findings from a data set to enhance understanding.
* Describe strategies for determining the number of data points in each category focusing on accuracy and counting methods.

Assessment Boundaries:
* Assessment will be limited to asking and answering questions about the number of data points in each category without calculations involving the total number of data points or comparative questions between categories.

Common Misconceptions:
* Some students may struggle with distinguishing the total number of data points from the number of data points in a specific category, leading to errors in interpretation.
* Students may think data points should always be counted without considering the specific categories they belong to, leading to incorrect totals for each category.
* Students might assume that each category must have the same number of data points, leading to confusion when different totals arise.
* There may be a misconception that organizes data into categories based on arbitrary or non-relevant characteristics rather than those that are given or meaningful, thereby misrepresenting the data.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.C
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: CCSS.MATH.CONTENT.1.MD.C.4+5
Standard Description: Ask and answer questions about how many more data points are in one category than in another.

Key Concepts:
*None specified*

Learning Objectives:
* Construct questions that can be answered by determining how many more data points one category has over another.
* Explain the reasoning process used to identify how many more data points are in one category compared to another.
* Use visual representations, such as bar charts or picture graphs, to identify which category has more data points than another and explain the difference. (Stimulus necessary)

Assessment Boundaries:
* Limit questions to comparing the number of data points between categories visually represented in up to three categories, without numerical calculations or complex data interpretations.

Common Misconceptions:
* Students may assume that the categories need to be of similar sizes to be compared, misunderstanding that the difference can be calculated regardless of size.
* Students may struggle with the concept of comparing two categories and thinking that this means simply listing them, rather than finding out the difference in quantities between them.
* Students might misunderstand the question about 'how many more' as needing to add rather than subtract the counts of two categories.
* Students might think that they need to compare every item individually rather than summing each category first.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.1.MD.C
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: CCSS.MATH.CONTENT.1.MD.C.4+6
Standard Description: Ask and answer questions about how many less data points are in one category than in another.

Key Concepts:
*None specified*

Learning Objectives:
* Interpret real-world data sets by discussing which categories have fewer data points compared to others and explaining the implications.

Assessment Boundaries:
* Assessment is limited to comparing data sets with up to three categories and calculating the difference in data points between two categories. Other interpretations of data are beyond the scope.

Common Misconceptions:
* Students may misunderstand that the comparison between categories requires counting the exact difference, not just identifying which category has fewer or more data points.
* Students might confuse the concept of 'less' with 'more,' leading to errors when asked to determine which category has fewer data points.
* Students might struggle with interpreting comparative language, especially when questions are posed in less familiar structures such as 'by how many fewer.'
* There may be a misconception that comparing categories only involves looking at numbers without understanding the need to analyze and compute the difference.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.A
Cluster Name: Extend the counting sequence.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.A.1+1
Standard Description: Count to 120, starting at any number less than 120.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate counting fluency by counting out loud from any starting number to 120, with an emphasis on correct pronunciation and sequencing.
* Use visual aids such as number lines, charts, or diagrams to assist in counting from any number less than 120 to 120. (Stimulus necessary)
* Write down numbers in sequence starting from a specified number, continuing up to 120, without skipping any numbers.

Assessment Boundaries:
* Assessment is limited to counting in sequence up to 120, starting from any number less than 120. Reading and writing numerals, as well as representing objects with numerals, are beyond this scope.

Common Misconceptions:
* Some students may assume that counting cannot be paused and resumed, leading to confusion if they lose track of their place while counting.
* Students may think they must always start counting from 1 every time they are asked to count up to 120, even when starting from a number other than 1.
* Students might not understand that counting can continue through decade transitions, such as from 119 to 120, due to a lack of familiarity with number sequences that cross decade barriers.
* When counting from a number other than 1, students may omit the starting number, not recognizing it as included in the count.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.A
Cluster Name: Extend the counting sequence.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.A.1+2
Standard Description: Read and write numerals up to 120.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to write numerals up to 120 from dictation.
* Match spoken numbers with their corresponding numerals up to 120.
* Read a sequence of numbers from 0 to 120 aloud, using both forward and backward counts.
* Translate a written description of a number sequence (in words) into numerals and vice versa for numbers up to 120.
* Visually distinguish between and correct miswritten numerals from 0 to 120.

Assessment Boundaries:
* Assessment is limited to reading and writing numerals up to 120 that are presented in conventional form. Representing numbers using objects or pictorial representation is not required within this boundary.

Common Misconceptions:
* Children may associate the numeral '100' as a stopping point and struggle with forming the notion of counting and writing numbers beyond it.
* Some students may believe that after 100, the counting system follows a new and unrelated pattern, rather than continuing the sequence from 101 to 120.
* Students may not distinguish between similar sounding tens and teen numbers, for example, confusing 'twenty' and 'twelve'.
* Students often confuse number names with number symbols, especially in numbers that are less frequently discussed, such as those between 101 and 120.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.A
Cluster Name: Extend the counting sequence.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.A.1+3
Standard Description: Represent a number of objects with a written numeral.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate understanding by creating a picture of a given numeral representation up to 120.
* Identify written numerals up to 120 that match a given number of objects.
* Match a group of objects with the correct numeral from a selection of numerals.

Assessment Boundaries:
* Assessment is limited to representing quantities of objects up to 120 with written numerals. Assessment does not cover reading and writing the number names of these numerals.

Common Misconceptions:
* Some students might believe that different arrangements of the same quantity of objects (e.g., scattered versus lined up) require different numeral representations, not understanding that numeral representation remains constant.
* Students may confuse the numeral representation with the actual quantity, thinking the shape of the numeral affects the number of objects, leading to errors in counting and representation.
* Students sometimes struggle with the concept that numerals represent fixed quantities, assuming that adding or removing an object should correspond to a partial change in the numeral rather than an entire numeral change.
* There is a common difficulty where students do not yet grasp that a numeral represents a set number of objects, leading them to change the numeral if they change the arrangement of objects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.B
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.B.2.A
Standard Description: 10 can be thought of as a bundle of ten ones — called a "ten."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.B
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.B.2.B
Standard Description: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.B
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.B.2.C
Standard Description: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.B
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.B.3
Standard Description: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols \( >, = \), and \(<\).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+1
Standard Description: Within 100, add a two-digit number and a one-digit number using concrete models or drawings.

Key Concepts:
*None specified*

Learning Objectives:
* Compare different concrete models or drawings that achieve the same addition result, discussing the effectiveness of each in understanding the concept.

Assessment Boundaries:
* Assessment is limited to adding a two-digit number and a one-digit number using visual models such as counting blocks or drawings, without introducing regrouping concepts or written numerical notation beyond basic symbols representing the numbers themselves.

Common Misconceptions:
* Some students may believe that the order in which numbers are added affects the sum, not understanding that addition is commutative (e.g., 47 + 6 is the same as 6 + 47).
* Students may incorrectly assume that the two-digit number must be added in parts, incorrectly breaking up the tens and ones rather than seeing the whole number as a set piece when using models or drawings.
* Students might focus solely on the digits themselves without recognizing the importance of place value, leading to errors in aligning numbers properly for addition.
* There can be a misconception that concrete models or drawings are unnecessary, and students might attempt to perform the addition mentally without a clear visualization, which is critical at this learning stage.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+2
Standard Description: Within 100, add a two-digit number and a multiple of 10.

Key Concepts:
*None specified*

Learning Objectives:
* Add a two-digit number and a multiple of 10 using concrete models or drawings, illustrating the process and outcome.
* Create tables that display the results of adding different two-digit numbers and multiples of 10, observing any patterns or regularities. (Stimulus necessary)
* Demonstrate fluency in adding a two-digit number and a multiple of 10 by using mental math and explaining the reasoning.

Assessment Boundaries:
* Assessment addresses understanding of adding a two-digit number with a multiple of 10 by focusing on the place value of tens. Students should use models like base-ten blocks or drawings to illustrate the process of adding and explain their reasoning. The assessment should verify the accurate addition of multiples of 10 to a given two-digit number, but does not include decomposition of numbers beyond this scope.

Common Misconceptions:
* Learners might ignore place value strategies and attempt to count by ones, leading to mistakes or inefficiency in finding totals.
* Some students might misunderstand the properties of zero and get confused when nothing changes in the ones place after the addition, assuming it is an error.
* Students may think that adding a multiple of 10 to a two-digit number requires adding the number to both digits separately, rather than recognizing the correct placement of tens.
* There might be a misconception that the order of numbers affects the sum, leading to confusion about the commutative property of addition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+3
Standard Description: Within 100, add a two-digit number and a one-digit number using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
* Assess understanding in a format requiring physical or digital manipulatives to represent the combination of tens and ones during addition.
* Create and interpret visual aids such as diagrams to demonstrate understanding of addition involving a two-digit number and a one-digit number.

Assessment Boundaries:
* Assessment is limited to adding two-digit and one-digit numbers using strategies based strictly on place value, including understanding that tens and ones are treated separately, and no composing of tens is required when the sum of ones does not exceed 9.

Common Misconceptions:
* Some students may incorrectly think they should add digits in tens and ones columns together without acknowledging the different place values, leading to errors like adding 14 to 7 by combining '1' and '7' to make 117.
* Students may misunderstand the concept of place value and attempt to add the digits across positions without considering the value each represents, such as adding '5' from 25 and '6' from 6 to make '11', instead of realizing the place value involved.
* Students might only rely on rote memorization of strategies without understanding how the strategy applies to different problems, causing difficulties in flexible application of place value concepts.
* There may be confusion when a carry-over is required; students might forget to add the carried digit to the tens place after adding the ones, treating it as a separate entity instead.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+4
Standard Description: Within 100, add a two-digit number and a one-digit number using strategies based on properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how the identity property of addition helps in determining the sum of a two-digit number and a one-digit number quickly.
* Use the associative property of addition to simplify addition problems involving a two-digit number and a one-digit number.

Assessment Boundaries:
* Assessment is limited to adding a two-digit number and a one-digit number within 100 using strategies based on the properties of operations, such as the associative and commutative properties. Use of concrete models or representations to aid understanding is encouraged but not the focus. Concrete models of tens and ones, such as place value charts, are supportive tools.

Common Misconceptions:
* Misunderstandings can arise when students fail to apply the associative property correctly, assuming that any grouping or rearranging can be done arbitrarily without regard to the actual numbers being added.
* Some students might mistakenly believe that the strategies for adding numbers utilized in this substandard cannot be applied to other mathematical contexts or operations.
* Students may think that they can only use concrete models to add numbers instead of leveraging the properties of operations, limiting their ability to find efficient solutions.
* Students might not recognize that they can rearrange numbers using the commutative property to make addition easier, thinking they must add numbers in the given order.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+5
Standard Description: Within 100 add a two-digit number and a one-digit number using strategies based on related math facts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+6
Standard Description: Within 100, understand that in adding two-digit numbers, one adds tens to tens and ones to ones and when the sum of the ones exceeds 9, it is necessary to compose (regroup) a ten, carrying it over to the tens place.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the concept of 'carrying over' or regrouping in addition, and why it is necessary when the sum of digits in the ones place exceeds ten.
* Illustrate the process of composing a ten when the ones place results in a sum greater than nine, utilizing drawings or manipulatives to show how a group of ten is created and carried over to the tens place.
* Interpret and solve real-world problems that involve adding two-digit numbers and require carrying over in the ones place.

Assessment Boundaries:
* Assessment is restricted to adding within 100, concentrating on the foundational skill of adding tens to tens and ones to ones. Explicit decomposition (or regrouping) is necessary when the ones place value meets or exceeds 10, and this should only be applied within the context of two-digit numbers.

Common Misconceptions:
* Many pupils believe that each digit should be treated independently without any interaction, leading to a misunderstanding of the regrouping process necessary when the ones sum exceeds 9.
* Some learners might misconceive the act of carrying as applicable only when dealing with numbers larger than 100, thus neglecting regrouping within 100.
* Some students may only focus on the digits that need carrying over without attending to the new number created in the tens place, leading to errors in calculations.
* Students often think that they should just add numbers from left to right without observing the need to carry over when the sum of the ones place is 10 or more, which confuses place value understanding.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.4+7
Standard Description: Understand that in adding two-digit numbers sometimes it is necessary to compose a ten.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the process of adding two-digit numbers, including the step of composing a ten using concrete models.
* Explain why composing a ten is sometimes necessary when adding two-digit numbers.
* Use drawings to represent the addition of two-digit numbers, indicating when a ten is composed.
* Use place value knowledge to add two two-digit numbers and explain when and why regrouping (composing a ten) occurs.

Assessment Boundaries:
* Assessment is limited to understanding when to compose a ten in the addition of two-digit numbers, only when the sum of the ones column equals or exceeds ten. Models or drawings for illustration are included, but exercises involving subtraction or more than two addends are outside this boundary.

Common Misconceptions:
* Some students may think that composing a ten means merely adding a one to the tens column without understanding the need to adjust the total of ones.
* Students may believe that when adding two-digit numbers, you can always add tens and ones separately without having to regroup any part of the numbers, missing the importance of composing a ten when the ones sum to ten or more.
* Students might assume that regrouping is optional or can be skipped if it seems too difficult, leading them to inaccurate results when the sum of the ones is ten or more.
* There may be a misunderstanding that composing a ten results in a permanent change in the numbers being added, rather than being part of the process to achieve the final sum.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.5+1
Standard Description: Given a two-digit number, mentally find 10 more than the number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.5+2
Standard Description: Given a two-digit number, mentally find 10 less than the number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.5+3
Standard Description: Relate the process for finding 10 more than or less than a number to place value.

Key Concepts:
*None specified*

Learning Objectives:
* Solve real-world problems that require adding or subtracting ten, explaining the process using place value terminology.
* Use number lines to visualize and relate the concept of adding or subtracting ten, emphasizing the role of place value.

Assessment Boundaries:
* Assessment is limited to using the tens place value to determine how the number increases or decreases by ten. Emphasis is placed on understanding the relationship between the tens place and changes in the number. Other place value manipulations are beyond the scope.

Common Misconceptions:
* Learning to connect the process of adding or subtracting 10 to the visual representation of place value blocks may be challenging for some students, who may not yet see the physical increase or decrease in the group of tens.
* Some students might not realize that 10 more means adding one to the tens digit and 10 less means subtracting one from the tens digit, leading them to perform unnecessary computations or counts.
* Students may not understand that finding 10 more or 10 less involves changes in the tens place only, and could incorrectly adjust both the tens and ones places.
* Students might misinterpret instructions to find 10 more or 10 less as involving multiplication or other operations due to miscommunication or a lack of understanding of place value.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.6+1
Standard Description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 with positive or zero differences using concrete models or drawings.

Key Concepts:
*None specified*

Learning Objectives:
* Illustrate subtraction of multiples of 10 by drawing representations, comparing quantities visually to determine differences.

Assessment Boundaries:
* Assessment is limited to subtraction of multiples of 10 using concrete models or drawings without requiring the use of abstract written methods or explaining reasoning.

Common Misconceptions:
* Learners may misunderstand that subtraction in this context should always result in a non-negative number, failing to see the full range of permissible operations outlined in the standard.
* Students may confuse the roles of minuend and subtrahend in subtraction, incorrectly trying to subtract the larger tens number from the smaller tens number, leading to negative differences which are not part of this standard.
* Students might misinterpret the use of concrete models or drawings, seeing them as decorative rather than integral aids to understanding the subtraction process.
* Students might think that subtracting multiples of 10 is fundamentally different from subtracting other types of numbers, not recognizing it as an application of simpler subtraction principles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.6+2
Standard Description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 with positive or zero differences using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
* Solve subtraction problems involving multiples of 10, showing step-by-step calculations based on place value without the use of manipulatives.
* Use diagrams or drawings to represent subtraction of multiples of 10, describing how place value is used to comprehend and perform the operation
* Use manipulatives such as base-ten blocks to subtract multiples of 10 from each other, demonstrating understanding of place value.

Assessment Boundaries:
* Assessment is limited to subtracting multiples of 10 within the specified range, utilizing place value understanding only. Concrete models, drawings, or explanations beyond place value strategies are not included in this assessment.

Common Misconceptions:
* Some students may struggle with place value concepts, believing that subtracting tens is the same as subtracting units, leading to errors such as 70 - 30 equaling 40 without understanding the tens subtraction.
* Students may confuse the subtraction of multiples of ten with subtraction of single-digit numbers, misunderstanding the roles of tens and ones within a number.
* Students may neglect the zero in a tens position and think of the subtraction as involving a single numeral, unrelated to the concept of 'tens' involved, leading to a misunderstanding of number size and value.
* There might be a misconception that subtraction within the base-ten system can be done without considering place value, resulting in a fragmented understanding of the subtraction process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.6+3
Standard Description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 with positive or zero differences using strategies based on properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the associative property of addition and subtraction to simplify subtraction problems within the specified range.
* Relate subtraction of multiples of 10 to written methods by showcasing place value understanding.

Assessment Boundaries:
* Assessment is limited to subtracting multiples of 10 using the properties of operations such as using subtraction as the inverse of addition or decomposing a number into tens. No use of concrete models, drawings, or place value strategies beyond understanding the decomposition of tens is required.

Common Misconceptions:
* Some students might incorrectly assume that subtracting multiples of 10 is always straightforward and may not see the necessity to check their work through estimation or added verification steps such as modeling or drawings.
* Students may think that subtraction only requires taking away the smaller number from the larger number, without understanding the specific context of subtracting multiples of 10 from each other.
* Students often misunderstand that even though they are subtracting tens, they still need to consider the properties of operations, like the commutative property, during subtraction, which does not directly apply as it does in addition.
* There might be a difficulty in recognizing the relationship between addition and subtraction as inverse operations specifically in the context of multiples of 10, leading to errors in subtraction computations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.1.NBT.C
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: CCSS.MATH.CONTENT.1.NBT.C.6+4
Standard Description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 with positive or zero differences using related facts.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a subtraction equation involving multiples of 10 using related facts and explain the reasoning.

Assessment Boundaries:
* Assessment is limited to subtracting multiples of 10 within the specified range, using the understanding of related addition and subtraction facts. Explanation or demonstration of reasoning with concrete models, drawings, or written methods is expected.

Common Misconceptions:
* Learners may not associate the subtraction of 10, 20, 30, etc., with the concept of subtracting identical groups of ten, misunderstanding the grouping involved.
* Pupils may not recognize the associative properties in subtraction, which can help make the problems easier to conceptualize and solve, considering the range is always multiples of 10, thus simplifying when using related facts.
* Students might think that when subtracting multiples of ten from each other, regular single-digit subtraction rules apply, leading to mistakes when dealing with tens.
* Students often confuse the difference between subtracting tens and ones, believing the process is identical because of their similar structure, leading to errors when exchanging tens for ones and vice-versa.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.1+1
Standard Description: Use addition within 20 to solve word problems involving situations of adding to, putting together, and comparing, with unknowns in all positions by using objects or drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.1+2
Standard Description: Use addition within 20 to solve word problems involving situations of adding to or putting together with unknowns in all positions by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and use the relationships in addition equations to identify unknowns represented by symbols.
* Apply reasoning skills to check the accuracy of solutions to word problems through equation representation.
* Identify and articulate how the unknown in an addition problem affects the overall equation.

Assessment Boundaries:
* Assessment is limited to solving word problems using addition within 20 by employing equations that include a symbol to represent the unknown number. The problems should involve situations of adding to or putting together. The use of subtraction or other methods is beyond the scope.

Common Misconceptions:
* Some students may skip the use of symbols to represent unknowns in equations, leading to confusion about what is being solved.
* Students may assume that the sum of a word problem is always the largest number they see, not recognizing that different situations involve different placements of numbers.
* Students might not realize that the unknown can be in any position, leading them to incorrectly place the equal sign in their equation solving.
* Students might think that the problem can be solved by simply adding the numbers given without understanding the context of how they are put together in the problem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.1+3
Standard Description: Use subtraction within 20 to solve word problems involving situations of taking from, or taking apart with unknowns in all positions by using objects or drawing to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.1+4
Standard Description: Use subtraction within 20 to solve word problems involving situations of taking from, taking apart, and comparing, with unknowns in all positions by using drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.1+5
Standard Description: Solve for word problems that require addition and subtraction within 20.

Key Concepts:
*None specified*

Learning Objectives:
* Write and solve equations that represent word problems involving addition and subtraction within 20 with missing values represented by symbols.

Assessment Boundaries:
* Assessment is limited to solving word problems using visual aids such as objects and simple drawings. Equations and abstract problem-solving are beyond the scope, focusing instead on direct, concrete methods of adding and subtracting within 20.

Common Misconceptions:
* Learners might rely solely on counting all the items from one, instead of utilizing more advanced strategies like counting on or regrouping, leading to inefficiencies and errors when numbers reach closer to 20.
* Students may mistakenly believe that addition and subtraction are completely separate operations, rather than understanding that subtraction can be thought of as the inverse of addition within the context of solving problems.
* Students may struggle with interpreting the language used in word problems, especially if the problem is stated in a way that is opposite to the operation required (e.g., a problem that requires subtraction but is phrased in a way that suggests addition).
* There is often a misunderstanding where students overlook the relationship between the numbers involved in a problem, failing to recognize they can use known facts from smaller numbers they are comfortable with.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.2+1
Standard Description: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects or drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Describe verbally how the sum of three whole numbers was found using objects or drawings.

Assessment Boundaries:
* Assessment is limited to using only physical objects or drawings to represent the addition of three whole numbers, and not equations or symbols for unknown numbers, to ensure focus on visual and tangible representations.

Common Misconceptions:
* Learners may confuse 'sum less than or equal to 20' with any random numbers adding up, forgetting to adhere to the constraint of the sum being limited to 20.
* Students may think that all word problems are solved the same way, failing to distinguish when to add three numbers versus other operations.
* Students might believe that the order of numbers does not matter, not realizing how the arrangement of numbers impacts how they visualize and solve the problem.
* Students might misunderstand the phrase 'using objects or drawings' as merely an optional step, rather than a crucial aid in visualizing the problem and solution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.1.OA.A.2+2
Standard Description: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.B
Cluster Name: Understand and apply properties of operations and the relationship between addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.1.OA.B.3+1
Standard Description: Apply commutative and associative properties of operations to addition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.B
Cluster Name: Understand and apply properties of operations and the relationship between addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.1.OA.B.3+2
Standard Description: Use a related fact to add or subtract.

Key Concepts:
*None specified*

Learning Objectives:
* Apply knowledge of related addition and subtraction facts to solve word problems accurately.

Assessment Boundaries:
* Assessment should focus on the ability to identify and use related facts for single-digit addition and subtraction problems. Problems should involve facts within the range of 1-10 and should connect directly to the use of these facts as strategies for simplifying addition and subtraction processes. More complex problems that extend beyond this range or involve multi-digit numbers are beyond the scope.

Common Misconceptions:
* Some students might believe that using related facts is a hindrance rather than a tool that simplifies calculations.
* Students may confuse related addition and subtraction facts, thinking they cannot be used interchangeably to solve problems where related facts are applicable.
* Students may misunderstand the concept of fact families and fail to see the relationships between three numbers in addition and subtraction.
* Students may not recognize that learning related facts is a strategy that aids in mental math, assuming it is the same as rote memorization of unconnected facts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.B
Cluster Name: Understand and apply properties of operations and the relationship between addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.1.OA.B.4
Standard Description: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.5+1
Standard Description: Relate counting to addition.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how adding a number by counting on from a particular number forms the basis of addition and show examples with different starting numbers.

Assessment Boundaries:
* Assessment is limited to relating counting to addition within 10. Subtraction, counting beyond 10, or using higher-level strategies such as making ten, are beyond the scope.

Common Misconceptions:
* Learners might incorrectly believe that they need to count all numbers involved in addition from one, instead of counting on from the first addend.
* Some students might think that counting is separate from addition, rather than seeing it as a foundational strategy for adding quantities.
* Students may misunderstand that only physical objects can be counted, not realizing that counting can apply abstractly to numbers themselves in addition problems.
* Students may not understand that counting on from a number is a method for addition, causing them to restart counting from one instead of building on the existing quantity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.5+2
Standard Description: Relate counting to subtraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.6+1
Standard Description: Add within 20, demonstrating fluency for addition  within 10.

Key Concepts:
*None specified*

Learning Objectives:
* Create and solve simple word problems that involve addition within 20.

Assessment Boundaries:
* Assessment is limited to adding numbers resulting in a sum no greater than 20; focus on demonstrating fluency in addition facts within 10 through strategies such as counting on and using known sums.

Common Misconceptions:
* Some students might think that addition and subtraction can only be done in one fixed way, not realizing that numbers can be manipulated in different ways for ease.
* Students can misunderstand 'making ten' by incorrectly grouping numbers, for example, splitting numbers that don't lead directly to a sum of ten, which may cause confusion.
* Students might assume that addition within 10 can be solved simply by memorizing facts without understanding the strategies that can help solve such problems efficiently, like counting on or making ten.
* Students might believe that all addition problems require direct computation and do not see the advantage of using relational strategies such as decomposing numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.6+2
Standard Description: Identify ten pairs.

Key Concepts:
*None specified*

Learning Objectives:
* Use a number line to illustrate how two numbers form a ten pair.

Assessment Boundaries:
* Assessment is limited to identifying pairs of numbers that add up to ten, without using written numerals or equations. Focus is on oral and practical identification of number pairs.

Common Misconceptions:
* Students could be confused by the commutative property, misunderstanding that pairs like 8 + 2 and 2 + 8 both make ten. They might believe these are distinct and not essentially the same.
* Students may not understand that "ten pairs" refers to pairs of numbers that add up to ten. They might instead think of it as any random pair involving the number ten.
* Students might assume that there are only a few specific pairs that make ten, such as 5 + 5, and may not recognize other combinations like 3 + 7 or 6 + 4 due to lack of exposure or practice.
* When using ten pairs to facilitate subtraction, students might mix them up, such as misunderstanding how 10 - 7 can help find that 3 is the corresponding pair to make ten.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.6+3
Standard Description: Subtract within 20, demonstrating fluency for subtraction within 10.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze subtraction problems within 10 by identifying the missing number in the equation.

Assessment Boundaries:
* Assessment is limited to subtracting numbers within 20, focusing on demonstrating fluency for subtraction within 10. Students should use strategies like counting back from a number, decomposing numbers to make tens, or using known addition facts to derive subtraction answers. Mastery beyond single digit subtractions should not be expected.

Common Misconceptions:
* Learners may not fully grasp the strategy of decomposing a number leading to ten (e.g., solving 13 - 4 as 13 - 3 - 1), causing difficulties when solving problems effectively.
* Students may confuse the operations of subtraction and addition, failing to leverage their inverse relationship properly. This can happen if they memorize subtraction facts without understanding the concept.
* Students may over-rely on counting back for solving subtraction problems, which can be inefficient and lead to errors, especially for numbers closer to 20.
* Students might assume that subtraction always involves taking away, not realizing it can also involve determining the difference or missing addends, leading to misunderstandings of problem contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.6+4
Standard Description: Add within 20 by using strategies such as counting on, making ten, and creating equaivalent but easier or known sums.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.C
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: CCSS.MATH.CONTENT.1.OA.C.6+5
Standard Description: Within 20, identify related facts within a fact family given a single addition or subtraction fact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.D
Cluster Name: Work with addition and subtraction equations.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: CCSS.MATH.CONTENT.1.OA.D.7+1
Standard Description: Understand the meaning of the equal sign and determine if equations involving addition are true or false.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.D
Cluster Name: Work with addition and subtraction equations.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: CCSS.MATH.CONTENT.1.OA.D.7+2
Standard Description: Understand the meaning of the equal sign and determine if equations involving subtraction are true or false.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.D
Cluster Name: Work with addition and subtraction equations.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: CCSS.MATH.CONTENT.1.OA.D.8+1
Standard Description: Determine the unknown whole number in an addition equation relating three whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Create equations with an unknown addend based on given situations, then solve to find the unknown number.
* Demonstrate the ability to solve addition equations by using objects or drawings to find the unknown whole number.
* Explain the process of determining an unknown addend in an addition equation using counting strategies.
* Interpret results obtained from solving an unknown addition equation to understand their relation to mathematical operations.
* Solve an addition equation by trial and error, adjusting the potential unknown until the equation is true.
* Use related addition facts to solve for the unknown number in an equation effectively.

Assessment Boundaries:
* Assessment is limited to determining the unknown whole number in addition equations, where both known numbers are within 10. Subtraction or equations with numbers greater than 10 are beyond the scope.

Common Misconceptions:
* Some students might think that the position of the unknown in the equation does not affect the strategy used, failing to see that finding an addend and finding a sum can use different thought processes.
* Students may misunderstand and believe that the sum of numbers can only be found by using direct addition rather than identifying an unknown addend.
* Students might not fully understand that counting on from the known number rather than recounting is a valid strategy, missing connections between counting and cardinality.
* Students often assume that rearranging the terms in an equation (e.g., 8 + x = 11 vs. x + 8 = 11) fundamentally changes the problem, not recognizing the commutative property.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 1st Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.1.OA.D
Cluster Name: Work with addition and subtraction equations.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: CCSS.MATH.CONTENT.1.OA.D.8+2
Standard Description: Determine the unknown whole number in a subtraction equation relating three whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Verify the solution to a subtraction equation by using addition to check the correctness of the unknown number.

Assessment Boundaries:
* Focus on determining the unknown whole number in simple subtraction equations involving three whole numbers using numbers within 20. Emphasize using basic subtraction facts and the inverse relationship between addition and subtraction for single-digit differences. Use of drawings or physical objects to represent these problems is encouraged for conceptual understanding.

Common Misconceptions:
* Learners might often swap the positions of the numbers in a subtraction problem due to misunderstanding the directional nature of subtraction, thinking it is commutative like addition (e.g., "5 - 3" equals the same as "3 - 5").
* Some students might misunderstand the relationship between subtraction and addition, failing to see subtraction as finding an unknown addend in an equation like "10 - ? = 6," thus confusing their strategy for identifying the unknown.
* Students may assume that subtraction results cannot be negative or that unknowns in subtraction equations must always produce a positive difference, which can lead to confusion.
* Students may think subtracting means always taking the smaller number away from the larger one, leading them to incorrectly set up problems like "4 - 7" instead of "7 - 4."

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+1
Standard Description: Recognize 2D shapes having specified attributes.

Key Concepts:
*None specified*

Learning Objectives:
* Use patterns and spatial reasoning to predict the attributes of unknown two-dimensional shapes in a given group.

Assessment Boundaries:
* Assessment is limited to recognizing basic 2D shapes like triangles, squares, rectangles, and hexagons based on their sides and angles. Concepts such as symmetry, congruence, or three-dimensional recognition are beyond this scope.

Common Misconceptions:
* Students may confuse the attributes that define a shape (such as the number of sides or angles) with non-defining attributes (like color or size).
* Students may incorrectly believe that the orientation of a shape (whether it is turned or flipped) changes its fundamental properties or classification.
* Students might think that a shape cannot be classified into more than one category (e.g., a square not being recognized as a rectangle).
* There may be confusion in identifying shapes with unconventional or irregular configurations, leading to the mistaken belief that these are not legitimate shapes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+2
Standard Description: Recognize 3D shapes having specified attributes.

Key Concepts:
*None specified*

Learning Objectives:
* Compose a model of a three-dimensional shape using simple materials.
* Distinguish between defining and non-defining attributes of three-dimensional shapes.
* Recognize three-dimensional shapes in different environments and contexts.
* Use appropriate mathematical language to describe the attributes of three-dimensional shapes.

Assessment Boundaries:
* Assessment is limited to recognizing cubes and spheres, focusing on identifying shapes based on the number of faces, edges, and vertices. Shapes should be recognized in various orientations and sizes, but measurement is not required.

Common Misconceptions:
* Students may think that 3D shapes are just flat shapes with depth added, without understanding that they have distinct characteristics such as edges and vertices.
* Students might confuse different 3D shapes by focusing only on common attributes they share with 2D shapes, like the number of faces, without considering the type of faces (e.g., squares vs. other polygons).
* Students often have difficulty visualizing the 'hidden' parts of 3D shapes that are not immediately visible, such as the base or back faces, leading to incomplete understanding of the shapes.
* There can be a misunderstanding that all cubes or rectangular prisms are the same size or that their attributes are fixed, rather than understanding that the defining features relate to shape and not size.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+3
Standard Description: Draw shapes having specified attributes

Key Concepts:
*None specified*

Learning Objectives:
* Create a series of geometric drawings specifying different attributes such as number and length of sides; depict the various possible representations of a shape given constrained parameters (Stimulus necessary).
* Draw a specified shape that has a specific number of angles, demonstrating understanding of polygons.
* Explain the defining attributes of a shape they have drawn, addressing misconceptions and common errors.
* Use manipulatives to construct shapes with given attributes and verify their characteristics through measurement.

Assessment Boundaries:
* Limit assessment to drawing simple two-dimensional shapes such as triangles, quadrilaterals, pentagons, and hexagons. The focus should be on basic geometric properties like the number of sides and angles without requiring students to differentiate between specific types like isosceles triangles or rectangles.

Common Misconceptions:
* Learners might think that the orientation or the size of the shape affects its classification by attributes, mistakenly altering how they draw the specified shape.
* Students may believe that drawing shapes with more or fewer attributes than specified is correct, not understanding the need to accurately match the given attributes.
* Students might confuse similar attributes, such as sides for angles, when drawing shapes, leading to incorrect representations.
* There might be a misunderstanding that all attributes must be visible, leading students to erroneously draw shapes based on their incomplete views rather than following the specified attributes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+4
Standard Description: Identify triangles.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate understanding of the concept of a triangle through physical or digital modeling (Stimulus necessary).
* Draw different types of triangles using appropriate tools, ensuring they meet the defining attributes.
* Evaluate the orientation of triangles in different diagrams to ensure correct identification irrespective of their position.
* Use manipulatives or diagrams to construct and deconstruct triangles, thereby understanding their properties.

Assessment Boundaries:
* Assessment is limited to identifying triangles by recognizing their defining attributes, including being closed and having three straight sides.

Common Misconceptions:
* Some students might assume that shapes must be symmetric to be considered triangles, failing to recognize that asymmetrical shapes can also be triangles as long as they have three sides and are enclosed.
* Students may confuse the number of sides and vertices in a triangle due to their tendency to not count systematically, resulting in misclassification as shapes with more or fewer sides.
* Students may not perceive triangles with different orientations (e.g., upside down or rotated) as triangles, only recognizing them in a "base-down" position.
* Students might mistakenly believe that all triangles must look like the equilateral triangle, i.e., with all sides and angles equal, and thus not recognize other forms of triangles like right or isosceles triangles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+5
Standard Description: Identify quadrilaterals.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how a quadrilateral differs from other four-sided shapes by describing specific attributes.

Assessment Boundaries:
* Assessment is limited to identifying the common quadrilateral categories: rectangles, squares, rhombuses, and trapezoids, based on defining attributes such as the number of sides and lengths. Explanations about the relationships between these categories or more advanced classifications are beyond the scope.

Common Misconceptions:
* Some students might assume that orientation affects the type of shape, believing a 'tipped' square is no longer a square.
* Students may fail to recognize that trapezoids and rhombuses are also quadrilaterals, not just squares and rectangles.
* Students may think that all four-sided shapes are rectangles or squares because they are the most commonly encountered quadrilaterals.
* There might be confusion regarding properties, such as assuming that all quadrilaterals have right angles or equal sides.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+6
Standard Description: Identify pentagons.

Key Concepts:
*None specified*

Learning Objectives:
* Differentiate between pentagons and other polygons based on the number of sides.
* Draw representations of different pentagons, ensuring they meet the criteria of having five sides.
* Explain the defining properties of pentagons and how they relate to their geometric classification.
* Recognize pentagons in real-world objects and settings, explaining why they meet the criteria using geometric language. (Stimulus necessary)
* Use visual aids to identify and categorize pentagons from a group of shapes, drawing attention to their distinct attributes.

Assessment Boundaries:
* Assessment is limited to identifying pentagons by their defining attributes, such as having five sides and five angles. Recognition of other attributes, such as types of angles or the equality of sides, is not required.

Common Misconceptions:
* Students may assume that a pentagon must be symmetrical and thus ignore valid pentagons that lack symmetry.
* Students may mistake any five-sided shape as a pentagon, regardless of whether those sides are straight or the shape is closed.
* Students might not recognize irregular pentagons as part of the same category, thinking only regular pentagons (with equal sides and angles) qualify.
* There could be confusion between pentagons and other polygons with a similar number of sides, like hexagons, leading to misidentification.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+7
Standard Description: Identify hexagons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.1+8
Standard Description: Identify cubes.

Key Concepts:
*None specified*

Learning Objectives:
* Use physical models or drawings to demonstrate understanding of a cube's structure, including how its faces are arranged.

Assessment Boundaries:
* Assessment is limited to recognizing cubes among other three-dimensional shapes. More complex attributes such as volume measurements or surface area calculations are beyond the scope.

Common Misconceptions:
* Some students might incorrectly believe that a cube can have faces of different sizes, not understanding that all faces of a cube must be equal in size.
* Students may confuse cubes with other three-dimensional shapes, such as rectangular prisms, assuming that any block-like shape with flat faces is a cube without considering the defining attribute that all the faces should be squares.
* Students might focus only on the number of faces a cube has and ignore other attributes such as equal edge lengths and right angles at vertices, leading to incorrect identifications of shapes.
* There could be confusion that cubes can be oriented in any direction and still be recognized as a cube, overlooking the geometric properties that must be visible from multiple angles to confirm its structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.3+1
Standard Description: Partition circles into two, three, or four equal shares.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the concept of partitioning a circle into equal parts and why each part represents an equal share of the whole.
* Partition a circle into two equal parts and label each part appropriately.

Assessment Boundaries:
* Assessment is limited to partitioning circles specifically into two, three, or four equal parts. Further exploration of partitioning into more than four parts, or using shapes other than circles, is beyond the scope.

Common Misconceptions:
* Students may assume that equal shares should always be simple to achieve, thus having difficulty understanding that precise measurement or visualization is often required to divide a circle evenly, especially when creating thirds or fifths.
* Students may confuse the concept of equal partitions with equal shapes, believing that each partition must look identical rather than having the same area. This misconception can lead to incorrect partitioning when the shapes of the partitions differ but are intended to represent equal parts.
* Students often believe that partitioning a circle into equal parts should always follow straight lines or should look like a familiar form (e.g., pizza slices), failing to recognize that equal partitions can have different visual appearances.
* There is a tendency to confuse the process of partitioning into fractional parts with counting parts, leading to errors such as assuming that each individual segment of a partition is equivalent to a whole rather than a part of a whole.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.3+2
Standard Description: Partition rectangles into two, three, or four equal shares.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of partitioning rectangles and the resulting equal shares without needing a visual stimulus.

Assessment Boundaries:
* Assessment is limited to partitioning rectangles into two, three, or four equal shares, focusing on recognizing that different shapes and orientations can represent parts of equal area. Examining or generating various configurations beyond these numbers of shares or shapes is beyond the scope.

Common Misconceptions:
* Many students believe that equal shares in a shape always result in similar appearances, not realizing that layout variation can lead to different-looking, yet still equal, shares.
* Students often confuse the concept of equal shares with identical shapes, assuming all partitions must look the same, regardless of their equal area.
* Students sometimes think that all parts need to equal visually in size rather than equal in area, leading to errors in estimating equal shares.
* There is a common misconception that dividing a rectangle only involves horizontal or vertical lines, whereas slanted lines can also create equal shares.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.3+3
Standard Description: Describe equal shares of a rectangle or circle using the words 'halves,' 'thirds,' 'half of,' 'a third of,' 'fourths,' 'a fourth of.'

Key Concepts:
*None specified*

Learning Objectives:
* Create and label diagrams of rectangles and circles divided into equal parts, using terms like 'halves,' 'thirds,' and 'fourths.'

Assessment Boundaries:
* Assessment is limited to describing equal shares of rectangles and circles using specific fraction terms: 'halves,' 'thirds,' 'fourths,' 'half of,' 'a third of,' 'a fourth of.' Focus is on verbal description without needing to partition the shapes. Visual representation or differentiation of shapes is beyond the scope.

Common Misconceptions:
* Some students might not recognize that both the division of rectangles and circles into equal parts serves the same mathematical purpose, treating the shapes differently and struggling with applying the same vocabulary to describe their parts.
* Students may believe that equal shares must look the same in shape, not understanding that different shaped pieces can have equal area.
* Students may confuse the terminology of 'half of' and 'a third of' with physical movements, thinking of these terms as instructions for physically dividing an object rather than descriptions of the parts.
* Students might think that the terms 'halves,' 'thirds,' and 'fourths' refer solely to the number of pieces being used to create a complete shape, rather than the equal size of the shares.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: G
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.2.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: CCSS.MATH.CONTENT.2.G.A.3+5
Standard Description: Recognize that equal shares of identical wholes need not have the same shape.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate understanding of how the same fraction of a whole can be represented by different shapes.
* Explain why differently shaped parts can still be considered equal shares of the same whole.
* Use visual aids to partition wholes into equal shares and observe the varied shapes these shares can take.

Assessment Boundaries:
* Assessment is limited to recognizing and identifying that equal shares can differ in shape, without requiring students to create or draw these shares.

Common Misconceptions:
* Some students could misinterpret the sharing process, thinking that equal shares must be symmetric rather than equivalent.
* Students may believe that equal shares of a whole must always resemble the same shape, such as thinking a circle can only be divided into identical pie-like wedges.
* Students might assume that equal shares mean shares must have congruent angles and lines, not recognizing that area equality does not imply identical shapes.
* There may be confusion about the concept of equal shares having different orientations, thinking that equal shares must always have the same orientation and positioning.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.A
Cluster Name: Measure and estimate lengths in standard units.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: CCSS.MATH.CONTENT.2.MD.A.1
Standard Description: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.A
Cluster Name: Measure and estimate lengths in standard units.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: CCSS.MATH.CONTENT.2.MD.A.2
Standard Description: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.A
Cluster Name: Measure and estimate lengths in standard units.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: CCSS.MATH.CONTENT.2.MD.A.3+1
Standard Description: Estimate lengths using units of inches.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast estimated lengths and actual measurements using inches and discuss discrepancies.
* Order objects based on estimated lengths in inches.

Assessment Boundaries:
* Assessment is limited to estimating lengths exclusively using inches, avoiding the inclusion of other units such as feet, centimeters, and meters.

Common Misconceptions:
* Students may confuse the concept of estimating with exact measurement, expecting their estimate always to match the actual measurement rather than understanding it as an approximate value.
* Students might assume that using standard measurement tools, like rulers, is necessary even for estimation, instead of developing a sense of measurement with mental benchmarks.
* Students might believe that estimating requires no reasoning and simply involves guessing, rather than using known references or benchmarks to make educated approximations.
* There may be a misconception that all objects of the same type must have the same length, leading students to not utilize estimation in evaluating varying lengths of similar objects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.A
Cluster Name: Measure and estimate lengths in standard units.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: CCSS.MATH.CONTENT.2.MD.A.3+3
Standard Description: Estimate lengths using units of centimeters.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and reflect on the accuracy of their estimations by measuring the actual lengths in centimeters.
* Develop and apply strategies to improve estimation accuracy over repeated trials.
* Use a centimeter ruler to visually approximate and record the length of objects, comparing the estimation with actual measurements.

Assessment Boundaries:
* Assessment is limited to estimating lengths using centimeters by approximating measurements close to actual lengths using mental benchmarks. Precision to the nearest single centimeter is not required.

Common Misconceptions:
* Some students might incorrectly believe that estimation in centimeters cannot be as accurate as in inches because they associate estimation with whole numbers exclusively.
* Students may confuse estimating lengths with exact measurements, assuming the use of centimeters means the lengths should be precise instead of an estimate.
* Students often misunderstand the purpose of estimation, believing it to be unnecessary if exact measurement tools (like rulers) are available, thus underestimating the value of estimation in quick decision making or when precise tools are unavailable.
* There can be a misconception that all estimations using centimeters should yield round numbers (e.g., 10 cm), which overlooks the skill of making reasonable approximations that might not be round numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.A
Cluster Name: Measure and estimate lengths in standard units.
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: CCSS.MATH.CONTENT.2.MD.A.4
Standard Description: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.B
Cluster Name: Relate addition and subtraction to length.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: CCSS.MATH.CONTENT.2.MD.B.5
Standard Description: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.B
Cluster Name: Relate addition and subtraction to length.
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: CCSS.MATH.CONTENT.2.MD.B.6+1
Standard Description: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ....

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and compare number line diagrams to understand how numbers are spaced and represented.

Assessment Boundaries:
* Assessment is limited to representing whole numbers up to 100 as lengths on a number line with equally spaced points. Representation of sums and differences is beyond the scope.

Common Misconceptions:
* Students may not recognize that whole numbers are represented as single points on the number line rather than areas or spaces between the lines.
* Students might believe that the position on the number line does not correspond to an actual length measurement from zero, instead viewing the number line purely in terms of symbols rather than as a representation of numbers as quantities.
* Students sometimes assume that the number line starts at 1, not realizing that the origin (zero) is also a critical reference point, leading to errors in placing or understanding zero on the number line.
* There is often a confusion between evenly spaced points representing consecutive whole numbers and the misconception that the numbers themselves must also be evenly spaced, leading to incorrect manipulation of scales or misinterpretation of intervals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.B
Cluster Name: Relate addition and subtraction to length.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: CCSS.MATH.CONTENT.2.MD.B.6+2
Standard Description: Represent whole-number sums within 100 on a number line diagram.

Key Concepts:
*None specified*

Learning Objectives:
* Create a number line diagram with equally spaced increments to display a proposed whole-number sum under 100.
* Demonstrate an understanding of balancing equations by portraying whole-number sums on a number line.
* Explain how the position of points on a number line diagram corresponds to the addition of two whole numbers.

Assessment Boundaries:
* Assessment is limited to constructing and interpreting whole-number sums up to 100 on a number line diagram without requiring detailed understanding of arithmetic properties such as commutative and associative rules. Focus is on correctly placing and identifying sums, ensuring understanding of spatial position on the number line.

Common Misconceptions:
* Some students might believe that sums represented on a number line must always start from zero, failing to understand that additions can begin from any whole number on the line.
* Students may think that the number line is only for counting by ones and not see it as a tool for representing sums, causing difficulty in understanding how to use it for addition.
* Students often misinterpret the spacing of intervals on a number line as unimportant, potentially causing errors when trying to locate sums accurately.
* There is a misconception that numbers and operations (such as sums) have to 'belong' or connect to certain points or labels literally on the line (like snap points), rather than understanding the abstract representation they provide.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.B
Cluster Name: Relate addition and subtraction to length.
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: CCSS.MATH.CONTENT.2.MD.B.6+3
Standard Description: Represent whole-number differences within 100 on a number line diagram.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.C
Cluster Name: Work with time and money.
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: CCSS.MATH.CONTENT.2.MD.C.7+1
Standard Description: Tell and write time from analog clocks to the nearest five minutes, using a.m. and p.m.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to draw the positions of the hour and minute hands on an analog clock for a given time to the nearest five minutes, including the correct designation of a.m. or p.m. (Stimulus necessary).
* Differentiate between analog and digital time displays and convert times from analog to digital to ensure the understanding of five-minute intervals, including a.m. and p.m.

Assessment Boundaries:
* Assessment is limited to telling and writing time from analog clocks only, to the nearest five minutes, using a.m. and p.m. Digital clocks are beyond the scope.

Common Misconceptions:
* Many students assume the numbers on the clock face represent only hours, leading to difficulty when the minute hand points directly at one of these numbers.
* Some students have a hard time understanding the notion of 'a.m.' and 'p.m.' and might not realize these designations change based on time of day.
* Students might struggle with counting by fives when determining the exact minute, particularly if they aren't accustomed to skip counting.
* Students often confuse the positions of the hour and minute hands, misreading the time on analog clocks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.C
Cluster Name: Work with time and money.
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: CCSS.MATH.CONTENT.2.MD.C.7+2
Standard Description: Tell and write time from digital clocks to the nearest five minutes, using a.m. and p.m.

Key Concepts:
*None specified*

Learning Objectives:
* Compare different digital time readings and determine whether the difference between times represents a passing of time in the same a.m. or p.m. period.
* Discuss how digital clocks represent time differently than analog clocks, focusing on clarity and convenience.

Assessment Boundaries:
* Assessment is limited to telling and writing time from digital clocks to the nearest five minutes. Analog clocks are beyond the scope.

Common Misconceptions:
* Learners might believe that digital time progresses like analog time, potentially misunderstanding how digital increments occur, especially when distinguishing between 7:45 and 7:50.
* Students may confuse a.m. and p.m., thinking that it automatically changes after midday without understanding the 12-hour cycle.
* Students may not internalize the importance of the nearest five-minute guidelines, thinking they can round to any nearby number, thus leading to errors in reporting time accurately.
* Students often struggle to understand that digital clocks display '00' for minutes such as 7:00 or 5:00, and may misrepresent time as 7 and 5 only.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.C
Cluster Name: Work with time and money.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: CCSS.MATH.CONTENT.2.MD.C.8
Standard Description: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \(\$\) and \textcent symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? \

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.10+1
Standard Description: Draw a picture graph to represent a data set with up to four categories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.10+2
Standard Description: Draw a bar graph with a single-unit scale to represent a data set with up to four categories.

Key Concepts:
*None specified*

Learning Objectives:
* Identify and explain the key components of a bar graph (e.g., title, axis labels, categories) when constructing it.

Assessment Boundaries:
* Assessment is limited to drawing a bar graph with a single-unit scale for data sets containing no more than four distinct categories. The use of scales greater than one unit per bar or interpreting graphs is not included in this scope.

Common Misconceptions:
* Some students could assume that all graphs must look the same and do not recognize the difference between a single-unit scaled bar graph and other types of graphs, leading to inappropriate graphic representations.
* Students may believe that the order of categories in a bar graph matters in determining the values or relations between the categories, instead of understanding that bar graphs sorts are arbitrary for categorical data.
* Students might think that the height of the bars is not influenced by the quantity of the data, but rather by other aspects like the category name or color of the bar.
* There might be confusion between the axis and the units represented on a bar graph. Students might not understand that the height of the bar corresponds to a numerical value based on the unit scale given on the graph.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.10+3
Standard Description: Solve simple put-together problems using information presented in a single-unit scaled bar graph.

Key Concepts:
*None specified*

Learning Objectives:
* Recognize and explain the process of combining data from bar graph categories to find a new total amount.
* Use a bar graph to calculate a new total when adding data from a new category to an existing data set.

Assessment Boundaries:
* Assessment is limited to solving simple put-together problems using a bar graph with a single-unit scale involving only whole numbers and up to four categories.

Common Misconceptions:
* Learners might assume that the placement of bars in a graph affects the values of the data, thinking that bars closer to the right are inherently greater in value.
* Some students might believe that the bigger the bar, the larger the individual numbers it represents, not realizing that it represents the sum for a category.
* Students may confuse the bar graph representation with unrelated numeracy operations, believing they should perform operations on the data rather than simply interpreting the total sum of values in a bar.
* Students may misunderstand the concept of a single-unit scale and may think that each bar in a bar graph represents a single data point, instead of the total for a category.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.10+4
Standard Description: Solve simple take-apart problems using information presented in a single-unit scaled bar graph.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how subtraction can be used to separate a collective quantity into its components when represented in a single-unit scaled bar graph.
* Identify a 'take-apart' situation from a representation in a bar graph and formulate a subtraction problem.
* Interpret a bar graph to identify individual category quantities and explain the process of deriving components from a total figure.

Assessment Boundaries:
* Assessment is limited to solving simple take-apart problems using data from a bar graph with single-unit scale and up to four categories, without requiring complex multi-step problem-solving or data interpretation.

Common Misconceptions:
* Some students may misunderstand the single-unit scale, thinking that each bar must only be used for counting instead of analyzing or taking apart information.
* Students may believe that a bar graph only provides information for adding data together, rather than breaking down or taking apart parts of a data set.
* Students may incorrectly assume that the size of the bar indicates its importance, rather than focusing on the data it actually represents.
* There is often confusion about what 'take-apart' means within the context of a graph, with students not seeing that it requires identifying parts to separate from the whole.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.10+5
Standard Description: Solve simple compare problems using information presented in a single-unit scaled bar graph.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how the data in the bar graph can be used to make decisions or predictions based on comparative analysis.
* Identify the category with the greatest or least quantity in a bar graph.

Assessment Boundaries:
* Assessment is restricted to solve comparison word problems using single-step calculations and data interpretation from bar graphs with up to four categories. Tasks involving multi-step processes or other types of data representation are not included.

Common Misconceptions:
* Learners often think that they have to count each bar rather than using direct subtraction to find differences between categories, resulting in errors in interpreting data quickly and accurately.
* Students may believe that all comparison problems involve finding differences, rather than understanding that comparisons can also involve other relational statements, such as which is greater or smaller.
* Students may not understand the importance of focusing on the length of the bars relative to one another, instead misjudging based on visual aspects like color or labeling that are meant to support identification.
* Students might confuse the number of items that are greater than another category with the total number of items in the bar graph, not realizing that they should focus on individual category values.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.9+1
Standard Description: Generate measurement data by measuring lengths of several objects to the nearest whole unit.

Key Concepts:
*None specified*

Learning Objectives:
* Justify how the selection of whole units affects the precision of measurement data.
* Select the appropriate measuring tool for an object based on its size, demonstrating an understanding of measurement practicality.

Assessment Boundaries:
* Assessment is limited to measuring lengths of multiple objects using standard tools and accurately recording these in whole units. Use of fractional units or complex measurement instruments is beyond the scope.

Common Misconceptions:
* Some students may leave gaps or overlap units, failing to perceive that gaps or overlaps lead to inaccurate measurements.
* Students may believe that the starting point of measurement on a ruler must always be at the "1," misunderstand that the hash mark represents the unit rather than the space covered.
* Students often misalign the edge of the object with the zero of the measuring tool, starting from incorrect points and thus misreading the total length.
* There is a common misunderstanding that larger numbers on a ruler mean "more" or greater measurements regardless of the actual start and end points on the measuring tool.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: MD
Unit Name: Measurement & Data
Cluster ID: CCSS.MATH.CONTENT.2.MD.D
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: CCSS.MATH.CONTENT.2.MD.D.9+2
Standard Description: Generate measurement data by making repeated measurements of the same object

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the line plot to determine if measurements cluster around a specific value, indicating accuracy of measurement.
* Create a data set from repeated measurements of the same object and identify potential measurement errors.
* Explain why repeated measurements of the same object might vary and how to account for this variation.
* Graph the repeated measurements of the same object on a line plot, using whole-number increments as the horizontal scale. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to generating measurement data through repeated measurements of a single object and recording whole-number results. Calculations or comparisons of measurements are beyond the scope.

Common Misconceptions:
* Children might believe that if they repeat measurements and get different results, they need to keep measuring until all are exactly the same, rather than averaging to find a reliable approximation.
* Some students might assume that the same object should always produce identical measurements every time, not understanding normal measurement discrepancies.
* Students may confuse measurement error with their own mistake, not realizing that even with careful measurement, slight differences can occur due to various factors like measurement angle or tool calibration.
* Students may misunderstand that measurements should be consistent and think that small differences in repeated measurements are errors rather than natural variations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.1.A
Standard Description: 100 can be thought of as a bundle of ten tens — called a "hundred."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.1.B
Standard Description: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.2+1
Standard Description: Count within 1000.

Key Concepts:
*None specified*

Learning Objectives:
* Develop an understanding of numerical order by arranging a set of numbers between 1 and 1000 correctly in ascending or descending order.
* Identify and rectify errors in a sequence when listing numbers up to 1000, explaining the logic behind the corrections.

Assessment Boundaries:
* Assessment is limited to counting consecutively within the range of 0 to 1000 without skip-counting sequences. Mastery should be demonstrated in counting sequence accuracy and fluency, but not in skip-counting.

Common Misconceptions:
* Common mistakes include skipping numbers in the counting sequence or recounting numbers, especially when dealing with large spans such as from 900 to 1000.
* Some students may misunderstand the sequence of numbers, especially when transitioning between hundreds (e.g., from 199 to 200, 299 to 300), thinking that the sequence repeats like it does in the tens (e.g., 99 to 100) and might not grasp the incremental shift in the hundreds place.
* Students might believe that counting stops at 100 because it is a significant milestone number, leading to challenges in understanding that numbers continue beyond 100 up to and beyond 1000.
* Students might think that certain numbers (e.g., 300, 600, 900) are separate from the count sequence due to their rounded nature and not just part of a continued sequence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.2+2
Standard Description: Skip-count within 1000 by 5s, 10s, and 100s.

Key Concepts:
*None specified*

Learning Objectives:
* Develop and solve word problems that involve skip-counting by 5s, 10s, or 100s within 1000.
* Identify and correct errors in a sequence formed by skip-counting by 5s, 10s, or 100s.
* Record a sequence of numbers skip-counted by 5s, 10s, and 100s from any given starting point.
* Skip-count by 100s within 1000 and explain the value of each increment in the series.

Assessment Boundaries:
* Assessment is limited to skip-counting by 5s, 10s, and 100s starting from multiples of these numbers and within the range of 0 to 1000. Understanding of patterns formed by these sequences is expected. Extensions beyond 1000 are beyond scope.

Common Misconceptions:
* Some students might believe that skip-counting is only applicable to numbers specifically ending in 0 or 5 and may struggle to apply it starting from other numbers.
* Students may confuse the order of skip-counting, often skipping an incorrect number of units, such as misunderstanding and counting by 5s to mean adding 5 every other number rather than consistently adding 5.
* Students may not recognize skip-counting as a preparatory skill for understanding multiplication and may not connect the pattern with its relevance in multiplication tables.
* There can be a misunderstanding that skip-counting is simple addition, where students may count linearly without understanding the pattern or consistency in intervals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.3+1
Standard Description: Read and write numbers to 1000 using base-ten numerals.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a set of base-ten numerals to correctly order them from least to greatest or vice versa up to 1000, justifying the reasoning based on place value.
* Given a base-ten numeral representation, verbally articulate the number up to 1000 with emphasis on the place value understanding.
* Identify and correctly write numbers up to 1000 using base-ten numerals.
* Translate numbers expressed verbally into base-ten numeral format up to 1000.
* Visually match pictorial representations of base-ten blocks to their corresponding numeral and vice versa up to 1000. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to reading and writing numbers up to 1,000 using base-ten numerals only, excluding number names and expanded form.

Common Misconceptions:
* Some students might believe that the 0s in multi-digit numbers like 205 or 100 are not important and can be ignored or left out.
* Students may commonly misunderstand that numbers beyond 100 involve a repetition of the same digits without recognizing the base-ten place value system (e.g., writing '100' as '10' followed by another '0').
* Students may confuse the order of digits in larger numbers, not realizing that their placement (hundreds, tens, ones) represents different values when reading or writing them.
* There might be confusion between using base-ten numerals and number names, leading students to mistakenly apply rules of syntax from one to the other incorrectly (e.g., writing 'thirty five' as '305').

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.3+2
Standard Description: Read and write numbers to 1000 using number names.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to match spoken number names with their corresponding numerical form up to 1000.
* Identify number names from a list and write the corresponding whole number for numbers up to 1000.
* Listen and transcribe spoken number names into their written form up to 1000.

Assessment Boundaries:
* Assessment is limited to reading and writing numbers from 1 to 1000 using their number names, ensuring clarity in distinguishing common confusions such as those between "teen" numerals and "tens" like thirteen vs thirty. Use of more complex forms like base-ten numerals and expanded form go beyond this boundary.

Common Misconceptions:
* Students may confuse the names of decade numbers such as 'twenty' and 'thirty' with the base-ten numbers, leading to errors in writing and reading these numbers correctly.
* Students may incorrectly combine number names when forming numbers above 100, such as mistaking 'one hundred and twenty-five' for 'one hundred twenty-five,' particularly when regional dialects influence the usage of 'and.'
* Students might overlook the concept that number names reflect the base-ten system, causing mistakes in comprehending that, for example, 'three hundred' signifies three groups of a hundred, not just a sequential number after 299.
* There could be confusion in transitioning from reading and writing numbers under 100 to numbers into the hundreds, sometimes improperly applying patterns from smaller numbers (e.g., 'twenty ten' instead of 'thirty').

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.3+3
Standard Description: Read and write numbers to 1000 using expanded form.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two numbers expressed in expanded forms to determine which is greater.
* Construct a visual diagram or use a place value chart to represent numbers in expanded form. (Stimulus necessary)
* Convert a number from expanded form back to its standard base-ten form.
* Identify errors in a given expanded form of a three-digit number and correct them.
* Write a word problem that involves representing a number in expanded form, and solve it.

Assessment Boundaries:
* Assessment is limited to representing numbers up to 1000 in expanded form, decomposing each number into sums involving hundreds, tens, and ones only.

Common Misconceptions:
* Some students may struggle with writing zeroes correctly in expanded form, especially if a place value is zero, for instance, not correctly representing 205 as 200 + 0 + 5.
* Students may confuse expanded form with other forms and write numbers in an additive series without considering place value, causing a misunderstanding of its actual value.
* Students might mistake the function of expanded form and think that the sequence or order in which each value is written does not matter, thus misplacing terms and misunderstanding positional value.
* Students might not understand that expanded form represents a number as the sum of its digits multiplied by their respective place values. For example, 254 should be written as 200 + 50 + 4, but they might write it incorrectly as 2 + 5 + 4.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.A
Cluster Name: Understand place value.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.A.4
Standard Description: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using \(>, =\), and \(<\) symbols to record the results of comparisons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.5+1
Standard Description: Fluently add within 100 using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.5+2
Standard Description: Fluently add within 100 using strategies based on properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the role of the identity property of addition to achieve fluency when adding any single-digit number to another within 100.

Assessment Boundaries:
* Assessment is limited to fluently adding numbers within 100 using the associative and commutative properties of addition. Instruction will focus on understanding these properties to rearrange and group numbers in addition to achieve fluency.

Common Misconceptions:
* Some students might assume they must always add numbers from left to right, without understanding that reordering (commutative property) can simplify addition.
* Students may confuse the commutative property (a+b = b+a) with the associative property ((a+b)+c = a+(b+c)), thus incorrectly applying strategies to add numbers.
* Students might incorrectly 'carry over' digits without understanding when it is necessary, leading to errors in adding tens or hundreds.
* There may be a misconception that properties of operations do not apply to numbers over certain thresholds (e.g., above 10), limiting the use of these strategies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.5+3
Standard Description: Fluently add within 100 using strategies based on the relationship between addition and subtraction.

Key Concepts:
*None specified*

Learning Objectives:
* Generate and solve equations involving addition within 100 that utilize subtraction-based strategies to develop multiple solution paths. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to fluently adding within 100 by using strategies that specifically leverage the relationship between addition and subtraction, such as using subtraction to check the correctness of addition results.

Common Misconceptions:
* Students may rely solely on memorized facts rather than understanding the underlying strategy of using subtraction knowledge to enhance addition fluency.
* Students may think that the relationship strategy applies only to small numbers or specific examples and not to any numerical relationship within the bounds of 100.
* Students might confuse addition with subtraction, seeing them as interchangeable rather than understanding their inverse relationship and how subtraction can help to verify an addition result.
* Students might not understand the relationship between adding a number and subtracting its opposite, leading to errors in solving problems that require this understanding.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.5+4
Standard Description: Fluently subtract within 100 using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
* Model two-digit subtraction problems with visual aids like drawings of base-ten blocks or number lines to demonstrate and clarify place value decomposition.
* Translate subtraction scenarios into symbolic representations that align with strategies based on place value.

Assessment Boundaries:
* The assessment is limited to demonstrating fluency in subtracting within 100 using only strategies based on place value. Strategies based on properties of operations or the relationship between addition and subtraction are not assessed here.

Common Misconceptions:
* Students may confuse the place value in subtraction with addition, forgetting that regrouping involves taking value from a higher place (like tens to ones), not the reverse.
* Students may incorrectly believe that subtraction is commutative, and think that they can simply swap the minuend and subtrahend without altering the result, which leads to incorrect answers.
* Students might misunderstand subtracting across zero, failing to properly regroup tens to obtain the needed value, and thus making errors when a zero is present in the minuend's digit.
* Students often assume that every subtraction requires regrouping, leading to unnecessary and confusing computation steps when regrouping is not needed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.5+5
Standard Description: Fluently subtract within 100 using strategies based on properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.5+6
Standard Description: Fluently subtract within 100 using strategies based on the relationship between addition and subtraction.

Key Concepts:
*None specified*

Learning Objectives:
* Use addition facts to find missing subtrahends in subtraction problems within 100.

Assessment Boundaries:
* Assessment is limited to subtracting within 100 using mental strategies that evidence an understanding of the inverse relationship between addition and subtraction. Algorithms or formal written methods are beyond the scope.

Common Misconceptions:
* Some students could incorrectly apply addition strategies to subtraction problems without establishing the inverse relationship, leading to errors in simple subtraction.
* Students may assume that subtraction is not related to addition and try to use each operation independently, missing the opportunity to use known facts from addition to simplify subtraction problems.
* Students might struggle to understand that subtraction can be thought of as finding an unknown addend, misinterpreting subtraction problems and employing ineffective strategies.
* There may be a tendency to switch numbers in subtraction problems due to an assumption that subtraction can be commutative like addition, resulting in incorrect calculations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.6+1
Standard Description: Add up to four two-digit numbers using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate different strategies for adding four two-digit numbers, including regrouping and ungrouping, and articulate why a specific method is effective.

Assessment Boundaries:
* Assessment is limited to adding up to four two-digit numbers using strategies based solely on place value, without involving other strategies such as those based on properties of operations or mental math.

Common Misconceptions:
* Learners may think that the use of parentheses or groupings in addition does not matter, misunderstanding the associative property.
* Students may incorrectly believe that the order in which numbers are added changes the result, not understanding that addition is commutative.
* Students might focus only on adding digits without considering their place values, such as adding all tens first and then all ones, disregarding proper alignment according to place value.
* There is a misconception that only one regrouping (carrying) can occur in a single addition operation, when sometimes summing the digits results in multiple carries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.6+2
Standard Description: Add up to four two-digit numbers using strategies based on properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how using properties of operations simplifies the addition of four two-digit numbers.
* Solve word problems involving the addition of up to four two-digit numbers by applying properties of operations.

Assessment Boundaries:
* Assessment is limited to adding up to four two-digit numbers using strategies based on the associative and commutative properties of addition. Students are not required to use algorithms involving carrying or regrouping.

Common Misconceptions:
* Misinterpreting the necessity of adding the same place values (e.g., ones with ones, tens with tens), students may incorrectly align numbers without respect to their assigned place values.
* Some students might neglect to add each digit based on its place value, instead treating digits in isolation which can lead to incorrect sums, especially in cases that require carrying over digits.
* Students may think that the order in which numbers are added does not matter, failing to understand the commutative property of addition which denotes that numbers can be added in any order, but not without correctly regrouping or carrying when necessary.
* Students often misunderstand regrouping as only necessary when ones are more than ten, not recognizing it's also needed when combining tens to form a hundred.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+1
Standard Description: Add within 1000, using concrete models or drawings.

Key Concepts:
*None specified*

Learning Objectives:
* Compose addition equations up to 1000 using step-by-step illustrations, showing the alignment of hundreds, tens, and ones.
* Create drawings to represent the transformation of units in the addition process, demonstrating an understanding of the base-ten system.

Assessment Boundaries:
* Assessment is limited to addition of three-digit numbers within 1000 using concrete models or drawings. Strategies must involve place value understanding, focusing on composing or decomposing tens and hundreds as necessary. Excludes written method strategies and subtraction.

Common Misconceptions:
* Some students may not see the reason why concrete models represent numbers, failing to connect the physical representation of objects with their numerical equivalents.
* Students may believe that all addition within 1000 is straightforward without needing to understand the place value system, thus neglecting the significance of aligning digits correctly when adding three-digit numbers.
* Students often think that carrying over in addition is just a procedural step without understanding that it represents composing a new ten or hundred.
* There might be a misconception that using concrete models or drawings is unnecessary once they understand basic addition, leading to errors when they have to visualize adding numbers that result in regrouping.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+2
Standard Description: Add within 1000, using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate addition of three-digit numbers by breaking them into hundreds, tens, and ones, then summing each place separately using place value strategies.
* Use a number line to model addition within 1000 and interpret the results based on place value understanding. (Stimulus necessary)
* Use base-ten blocks to add two numbers within 1000 and explain the method as composed of hundreds, tens, and ones.

Assessment Boundaries:
* Assessment is limited to adding within 1000 using place value strategies and prioritizing understanding the composition and value of hundreds, tens, and ones without requiring fluency in algorithmic procedures or subtraction strategies.

Common Misconceptions:
* Some students might incorrectly add numbers from different place values, such as adding hundreds to tens, or tens to ones, as they struggle to align columns based on place value properly.
* Students may assume that the process of adding three-digit numbers does not require recomposing units, overlooking the need to carry over when a digit exceeds 9 in a place value.
* Students might think that when a place value in a number is zero, it doesn't contribute to the sum at all, rather than understanding its role in holding place and potentially impacting carrying over decisions.
* There can be confusion that regrouping always involves carrying to the next column, leading students to improperly move numbers even when it isn't necessary.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+3
Standard Description: Add within 1000, using strategies based on the relationship between addition and subtraction.

Key Concepts:
*None specified*

Learning Objectives:
* Develop strategies to rearrange and combine smaller addition problems using subtraction techniques to simplify addition of three-digit numbers within 1000.
* Interpret and apply addition strategies that leverage subtraction to deal with challenging three-digit addition problems through discussion and collaborative reasoning.
* Justify the use of addition strategies, based on the inverse relationship with subtraction, for solving addition problems within 1000.
* Solve addition problems within 1000 by rewriting them as the equivalent subtraction problems and verifying solutions.

Assessment Boundaries:
* Assessment is limited to using addition and subtraction strategies focusing on their mathematical relationship, without the requirement for using concrete models or drawings.

Common Misconceptions:
* Learners often incorrectly apply the concept that subtraction always makes numbers smaller, failing to recognize when combined strategies might 'increase' values through regrouping (e.g., adding a ten for easier subtraction).
* Students may confuse the process of addition with subtraction, leading to errors such as trying to 'take away' a smaller number from a larger number or attempting to 'borrow' when it is not needed.
* Students may struggle with maintaining the integrity of place value during addition, particularly when requiring regrouping, leading to misaligned digits and incorrect sums.
* There might be a misunderstanding that the relationship between addition and subtraction does not apply when dealing with larger three-digit numbers, causing students to ignore or misuse the inverse operations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+4
Standard Description: Subtract within 1000, using concrete models or drawings.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the subtraction of numbers within 1000 through step-by-step illustrations that break down the process into manageable parts using drawings. (Stimulus necessary)
* Execute subtraction of numbers within 1000 by constructing and dismantling different base-ten blocks to show how units are exchanged across places. (Stimulus necessary)
* Explain the role of decomposing hundreds, tens, or ones when subtracting large three-digit numbers up to 1000 using drawings or objects.

Assessment Boundaries:
* Limit assessment to subtracting within 1000 using basic concrete models or drawings such as base-ten blocks or sketches, focusing on the use of place value understanding without relying on abstract numeric strategies. Composing or decomposing is included only in concrete terms, not abstract forms.

Common Misconceptions:
* Certain students may rely too heavily on counting back strategies instead of understanding subtraction as finding the difference between numbers, especially when working with larger numbers.
* Some students might forget to decompose tens or hundreds when the top digit in a column is smaller than the bottom digit, leading to subtraction errors.
* Students may confuse the borrowing process in subtraction, treating it as if only the digits themselves change rather than values represented by those digits.
* Students may incorrectly line up numbers without regard for place value, leading to mistakes when subtracting hundreds, tens, and ones separately.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+5
Standard Description: Subtract within 1000, using strategies based on place value.

Key Concepts:
*None specified*

Learning Objectives:
* Compare different subtraction strategies for numbers within 1000 and justify the choice of place value strategy used to arrive at the solution.
* Solve subtraction problems within 1000 using expanded form notation to illustrate the subtraction process in terms of hundreds, tens, and ones.

Assessment Boundaries:
* Assessment is limited to subtraction of three-digit numbers using place value strategies, ensuring students understand and can perform subtraction by aligning the digits according to place value. Tools, manipulatives, or concrete models can be used, but the focus should be on place value understanding without requiring composition or decomposition beyond the immediate subtraction task.

Common Misconceptions:
* Some students may believe that decomposing numbers means simply breaking numbers apart without any specific attention to place value, causing errors in the subtraction process.
* Students might confuse the necessity of regrouping during subtraction with addition processes, thinking regrouping is optional and not specific to subtraction operations.
* Students often misunderstand that subtraction within 1000 can be solved by subtracting digits without focusing on place value, leading to incorrect results when regrouping is needed.
* There is a common misconception that subtraction is always performed from right to left, which can lead to mistakes, particularly when borrowing is needed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+6
Standard Description: Subtract within 1000, using related facts.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the process of using related facts to simplify subtraction problems within 1000.
* Use place value understanding to decompose numbers where necessary to make subtraction using related facts possible.

Assessment Boundaries:
* Limit assessments to subtraction within 1000 using base-ten blocks, drawings, and known addition facts as strategies. Strategies should focus on decomposing hundreds and tens without requiring mastery of formal algorithms.

Common Misconceptions:
* Learners may overlook the need to decompose tens and hundreds when the top digit is smaller than the bottom digit across different place values.
* Students could have difficulty understanding the relationship between the minuend and the subtrahend in related facts, leading to incorrect assumptions about when decomposition is necessary.
* Students may believe that subtraction within 1000 does not require breaking down numbers into place value units, leading to errors in borrowing and carrying.
* Students might confuse the subtraction process with addition, particularly when using related facts, assuming the operations work the same way in reverse without adjustment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+7
Standard Description: Add within 1000 with regrouping

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to record each step of regrouping in written form during an addition operation within 1000.
* Illustrate the addition of numbers within 1000 using base-ten blocks to show regrouping.
* Use place value understanding to decompose numbers for addition within 1000, demonstrating the need to compose new hundreds or tens.

Assessment Boundaries:
* Assessment is limited to adding three-digit numbers where regrouping of tens and hundreds is required. Subtraction and non-regrouping addition strategies are beyond the scope.

Common Misconceptions:
* Some students might incorrectly believe that regrouping changes the order of addition, thinking regrouping must be done before any of the subtraction or addition operations, which can lead to errors.
* Students may struggle with the concept of regrouping and mistakenly try to add numbers without carrying over additional tens or hundreds when needed, leading to incorrect sums.
* Students often confuse the placeholders for digits, especially when regrouping tens or hundreds, leading them to align digits incorrectly.
* There might be confusion between the regrouping and the original numbers, causing students to mistakenly change the original value of a digit in their calculations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.7+8
Standard Description: Subtract within 1000 with regrouping

Key Concepts:
*None specified*

Learning Objectives:
* Subtract a three-digit number from another three-digit number within 1000 with the use of concrete models or drawings to illustrate the regrouping process (Stimulus necessary).

Assessment Boundaries:
* Assessment is limited to subtracting three-digit numbers within 1000, focusing on regrouping in tens and hundreds using strategies like concrete models or drawings, and relating these strategies to written methods. Problems involving more complex mathematical properties or beyond regrouping scope are not included.

Common Misconceptions:
* Some students could mistakenly believe that the ten or hundred borrowed in regrouping disappears, rather than being reallocated to another column.
* Students may also confuse the terms and process of carrying over (addition) and borrowing (subtraction), applying the wrong strategy in the wrong context.
* Students may think subtraction always involves taking away a smaller digit from a larger digit in each column, regardless of place value, leading to incorrect results when regrouping is necessary.
* Students might incorrectly assume that regrouping is only necessary when dealing with single digits in the ones place, rather than understanding that regrouping can occur across any place value.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.8+1
Standard Description: Mentally add 10 to a given number between 100 and 900.

Key Concepts:
*None specified*

Learning Objectives:
* Use a number line to visualize and confirm mental addition of 10 to numbers between 100 and 900, showing why this result is accurate. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to mentally adding 10 to any given three-digit number between 100 and 900, ensuring students understand the use of place value specifically related to the tens place. The assessment does not require manipulations involving other operations or numbers outside the specified range.

Common Misconceptions:
* Some students may incorrectly believe that the number becomes a completely new number rather than just adding to the tens place, misunderstanding the base-ten system.
* Students may mistakenly add 1 instead of 10 due to confusion about place values, especially if they are used to adding single-digit numbers.
* Students might not understand that adding 10 affects only the tens place and not the hundreds or ones places, leading them to incorrectly adjust all three places.
* There may be a misconception that mentally adding 10 is the same as counting up by ones, which can lead to errors in larger numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.8+2
Standard Description: Mentally add 100 to a given number between 100 and 900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.8+3
Standard Description: Mentally subtract 10 from a given number between 100 and 900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.8+4
Standard Description: Mentally subtract 100 from a given number between 100 and 900.

Key Concepts:
*None specified*

Learning Objectives:
* Identify errors in subtraction from a given list of inaccurately completed subtractions of 100 from numbers between 100 and 900.
* Use number patterns to verify the correctness of mentally subtracting 100 from any given number within the range of 100 to 900.

Assessment Boundaries:
* Assessment is limited to mental subtraction of 100 from whole numbers within the range of 100 to 900. Use of visual aids, concrete objects, or written methods is beyond the scope.

Common Misconceptions:
* A common error might be mistaking what 'subtracting 100' means, confusing it with dividing the number by 100, or changing all digits with a simple decrement operation.
* Some students may think subtracting 100 always results in a number ending with '00', not realizing the tens and ones places remain unchanged if they start as zeros.
* Students may not fully understand the place value system, leading them to incorrectly subtract 100 by only changing the hundreds digit, regardless of the number in the hundreds place.
* Students may struggle with the mental subtraction because they don't understand that the operation is simply a decrement of the unit in the hundreds place by 1, keeping the tens and ones digits the same.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.9+1
Standard Description: Explain why addition and subtraction strategies work using place value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: NBT
Unit Name: Number & Operations in Base Ten
Cluster ID: CCSS.MATH.CONTENT.2.NBT.B
Cluster Name: Use place value understanding and properties of operations to add and subtract.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: CCSS.MATH.CONTENT.2.NBT.B.9+2
Standard Description: Explain why addition and subtraction strategies work using the properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Discuss and justify how the removal or addition of zero in subtraction or addition affects outcomes, emphasizing numerical properties.
* Explain the role of the additive identity in addition and how its properties support computational strategies.
* Identify and analyze the associative property of addition in solving two-step calculations, highlighting how grouping numbers affects the result.

Assessment Boundaries:
* Assessment is limited to explaining addition and subtraction strategies using the commutative and associative properties of operations only. Discussion of place value concepts or any other mathematical properties not directly related to the operations themselves are beyond the scope.

Common Misconceptions:
* Some students might consider operation properties as 'tricks' rather than foundational rules that underpin why different addition and subtraction strategies work.
* Students may think that the associative and commutative properties apply only to certain numbers or situations, not realizing these properties are universally applicable for addition and subtraction.
* Students might not understand how properties such as the distributive property can explain subtraction, often associating it only with multiplication and addition.
* There can be confusion around the idea that strategies like compensation (adding to make a round number) or breaking apart numbers are unconnected to these properties, when in fact they rely heavily on these properties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+1
Standard Description: Use addition within 100 to solve one-step word problems involving situations of adding to, putting together, and comparing, with unknowns in all positions by using drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the unknown in addition word problems and represent it with a drawing within a real-world context.

Assessment Boundaries:
* Assessment is limited to solving word problems using addition only within 100 in one-step situations involving adding to, putting together, and comparing, using drawings to model the problem. Subtraction and multi-step problems are beyond the scope.

Common Misconceptions:
* Students may not recognize that an unknown in a problem can be represented as a blank or a symbol in both the drawings and equations, thinking that the unknown must always be solved before any representation is made.
* Students may struggle with identifying the correct operation to use (addition) when solving the problem, especially if they misinterpret key phrases such as "put together" or "add to," leading them to choose subtraction incorrectly.
* Students might believe that drawings for word problems must literally represent every number and element in the problem, instead of using more abstract or simplified diagrams (such as using dots or symbols to represent quantities).
* Students might misunderstand the role of the drawings, treating them as decorative rather than as tools to help visualize the mathematical relationships and operations described in the problem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+2
Standard Description: Use subtraction within 100 to solve one-step word problems involving situations of taking from, taking apart, and comparing, with unknowns in all positions by using drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+3
Standard Description: Use addition within 100 to solve one-step word problems involving situations of adding to, putting together, and comparing, with unknowns in all positions by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Develop the ability to verify the solution of a one-step addition word problem by substituting back into the equation.

Assessment Boundaries:
* Assessment is limited to solving one-step word problems using addition within 100 with a symbol for the unknown number. Two-step problems, subtraction, or operations outside addition are beyond the scope.

Common Misconceptions:
* Students could mistakenly believe that the order of numbers in an addition problem doesn't matter in terms of solving for the unknown correctly, overlooking the importance of correctly understanding the problem context.
* Students might not understand that the symbol in the equation represents an unknown number, leading to confusion about what the equation means.
* Students often have difficulty visualizing or conceptualizing a comparison situation correctly, potentially leading to misunderstandings in solving these word problems.
* There may be confusion between addition and subtraction as students try to solve the problem, resulting in incorrect interpretations of the problem scenario.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+4
Standard Description: Use subtraction within 100 to solve one-step word problems involving situations of taking from, taking apart, and comparing, with unknowns in all positions by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate understanding of subtraction by translating a problem situation into an equation with a symbol for the unknown.
* Illustrate the process of solving a word problem by setting up and solving a subtraction equation with a missing value.

Assessment Boundaries:
* Assessment is limited to solving one-step word problems using subtraction within 100, with unknowns in any position, represented by an equation with a symbol for the unknown number. More complex representations or multi-step problems are beyond the scope.

Common Misconceptions:
* Learners often do not understand that subtraction can be thought of as finding an unknown addend, missing the connection between addition and subtraction.
* Students might only focus on using addition rather than understanding that subtraction is often required in word problems where quantities are removed or compared, leading them to use the wrong operation.
* Students might struggle with representing the problem using equations with a symbol for an unknown, leading them to solve problems arithmetically but without demonstrating an understanding of equation representation.
* There is frequently confusion about the directionality of subtraction in comparing problems, where students may not recognize which number should be subtracted from which.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+5
Standard Description: Use addition within 100 to solve two-step word problems involving situations of adding to, putting together, and comparing, with unknowns in all positions by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Create and solve two-step word problems involving addition within 100, using equations with symbols for unknown numbers.
* Solve two-step word problems by applying addition strategies and verify the solutions using inverse operations or alternative methods.
* Use mathematical reasoning to explain the steps involved in solving two-step word problems that involve addition within 100.

Assessment Boundaries:
* Assessment is limited to solving two-step word problems using addition within 100. Problems should involve adding to, putting together, and comparing, represented by equations with unknowns. Subtraction and other types of problems are beyond the scope.

Common Misconceptions:
* Students may misunderstand the need to calculate in a logical sequence and instead attempt to add numbers out of order, potentially jumbling the steps required for two-step problems.
* Students may not see the interconnectedness of the operations, failing to realize that the solution to one part of the problem can affect the next calculation step.
* Students might confuse the operations required at each step and may inadvertently subtract instead of add, especially if they don't clearly identify the type of problem situation depicted in the word problem.
* Students often struggle with representing the unknown with a symbol, leading to an incorrect setup of the equations that do not properly model the problem situation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+6
Standard Description: Use subtraction within 100 to solve two-step word problems involving situations of taking from, taking apart, and comparing, with unknowns in all positions by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+7
Standard Description: Use addition within 100 to solve two-step word problems involving situations of adding to, putting together, and comparing, with unknowns in all positions by using drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+8
Standard Description: Use subtraction within 100 to solve two-step word problems involving situations of taking from, taking apart, and comparing, with unknowns in all positions by using drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.A
Cluster Name: Represent and solve problems involving addition and subtraction.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.2.OA.A.1+9
Standard Description: Within 100, determine whether to use addition or subtraction to solve simple two-step word problems involving situations of adding to, putting together, or comparing with unknowns in all positions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.B
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.2.OA.B.2+1
Standard Description: Fluently add within 20 using mental strategies.

Key Concepts:
*None specified*

Learning Objectives:
* Apply knowledge of related facts (e.g., if 7 + 8 = 15, then 8 + 7 = 15) when adding within 20 mentally.
* Identify and explain patterns in addition within 20 (e.g., the commutative property of addition) using mental strategies.
* Solve addition problems within 20 by decomposing numbers to make a ten (e.g., 8 + 5 becomes 8 + 2 + 3, which is easier to compute).

Assessment Boundaries:
* Assessment is restricted to addition involving sums no greater than 20 using mental strategies such as counting on, making ten, and decomposing numbers. Subtraction or other operations are beyond this scope.

Common Misconceptions:
* Some students might not recognize patterns or strategies from earlier grades, like making ten or decomposing numbers into easier sums, focusing instead on mechanical calculation.
* Students could assume that errors in addition are solely due to not knowing facts, rather than a lack of strategic approach or misunderstanding of number relationships.
* Students may believe that fluency in addition within 20 requires memorization of answers, rather than developing an understanding and use of strategies.
* Students might misunderstand the requirement of 'mental strategies' and rely too heavily on counting with fingers rather than developing quick mental calculations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.B
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: CCSS.MATH.CONTENT.2.OA.B.2+2
Standard Description: Fluently subtract within 20 using mental strategies.

Key Concepts:
*None specified*

Learning Objectives:
* Recognize patterns in subtraction equations and use them to solve subtraction problems within 20 more efficiently.
* Use place value knowledge to assist in mentally subtracting numbers within 20, demonstrating understanding through explanation of the process.
* Utilize complementary addition to find differences between numbers up to 20 and explain the reasoning behind the strategy.

Assessment Boundaries:
* Focus solely on subtraction within 20 using known mental strategies like counting back, making ten, or using known subtraction facts. Exclude addition strategies and problems that exceed the number 20.

Common Misconceptions:
* Learners might incorrectly perceive that the concept of subtracting within 20 is unrelated to higher-level subtraction involving larger numbers, thus viewing it as a skill that doesn't generalize.
* Some students may think subtraction always means reducing numbers, failing to grasp that subtraction can also involve comparing numbers to find the difference when one number is unknown.
* Students might confuse subtraction with addition and incorrectly apply addition strategies when subtracting numbers, leading to calculation errors.
* Students often rely too heavily on counting backwards and may not develop proficiency in other mental strategies for subtraction, such as using known related addition facts or decomposing numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.B
Cluster Name: Add and subtract within 20.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: CCSS.MATH.CONTENT.2.OA.B.2+3
Standard Description: Fluently add or subtract within 20 using mental strategies.

Key Concepts:
*None specified*

Learning Objectives:
* Assess the efficiency and effectiveness of different mental strategies when adding or subtracting numbers within 20.
* Create visual or mental representations of numbers to assist in the addition and subtraction process within 20.
* Solve word problems that involve addition or subtraction within 20 using mental math strategies.

Assessment Boundaries:
* Assessment focuses on fluent addition and subtraction within 20 by using mental strategies such as counting on, making ten, decomposing a number, and using the relationship between addition and subtraction. Assessments do not require students to use written calculations or solve word problems with these sums and differences.

Common Misconceptions:
* Some students might believe that they can only solve problems sequentially, without utilizing mental strategies such as making tens or decomposing to find easier equivalent problems.
* Students may confuse addition and subtraction when using mental strategies, often leading to incorrect results.
* Students might rely heavily on finger counting rather than developing mental strategies for addition and subtraction within 20.
* There is often a misunderstanding that subtraction cannot be reversed as addition, ignoring the relationship between the two operations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.C
Cluster Name: Work with equal groups of objects to gain foundations for multiplication.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: CCSS.MATH.CONTENT.2.OA.C.3+1
Standard Description: Determine whether a group of objects up to 20 has an odd or even number of members by pairing objects or counting by 2.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the difference between an odd and an even number when given a set of objects or a written numeral, up to 20.

Assessment Boundaries:
* Assessment is limited to determining the parity of a group of objects up to 20 by using direct pairing or skip counting by 2s. Writing equations or using other methods to determine odd or even is beyond this scope.

Common Misconceptions:
* Some students might believe that counting by twos only applies to determining even numbers, overlooking that pairing can also identify odd numbers.
* Students may often think that the number of objects doesn't need to be exactly paired to determine if it's even, leading to confusion.
* Students sometimes assume that an object left unpaired automatically means the group is odd, without considering if there is a mistake in pairing or counting.
* There may be a misconception that re-arranging the objects can change them from odd to even, not understanding the fundamental concept of pairing.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.C
Cluster Name: Work with equal groups of objects to gain foundations for multiplication.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: CCSS.MATH.CONTENT.2.OA.C.3+2
Standard Description: Write an equation to express an even number as a sum of two equal addends.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.C
Cluster Name: Work with equal groups of objects to gain foundations for multiplication.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.2.OA.C.4+1
Standard Description: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns

Key Concepts:
*None specified*

Learning Objectives:
* Create and interpret drawings or diagrams that represent rectangular arrays and use them to determine the total number of objects.

Assessment Boundaries:
* Limit assessment to finding the total number of objects arranged in rectangular arrays specifically using addition, without explicitly using multiplication concepts, ensuring arrays do not exceed 5 rows and 5 columns each.

Common Misconceptions:
* Some may misunderstand that arrays lead to a multiplication understanding, and assume that the array must be dealt with as separate elements without relation to summation concepts.
* Some students might only rely on counting each individual object one by one rather than grouping and adding groups, missing the concept of repeated addition.
* Students may be confused about the term 'array' itself, believing it refers to a single row or column rather than the entire collection of rows and columns.
* Students may think that the total number of objects in a rectangular array is found by simply counting rows or columns separately, not seeing the need to add repeatedly.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 2nd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.2.OA.C
Cluster Name: Work with equal groups of objects to gain foundations for multiplication.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: CCSS.MATH.CONTENT.2.OA.C.4+2
Standard Description: Write an equation to express the total number of objects in rectangular arrays with up to five rows and up to five columns as a sum of equal addends.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a rectangular array to determine how the arrangement reflects the corresponding addition equation of equal addends.
* Demonstrate understanding by creating a rectangular array and write the corresponding addition equation that expresses the total as a sum of equal addends.
* Explain the process of grouping objects into equal rows and columns to facilitate writing an addition equation for a rectangular array.
* Interpret existing addition equations to visualize possible rectangular arrays that they can represent, describing the rows and columns.
* Use a visual model or diagram of a rectangular array to represent and write an equation for the total number of objects as a sum of equal addends. (Stimulus necessary)

Assessment Boundaries:
* Assessment of writing equations for rectangular arrays is limited to arrays with no more than 25 objects, specifically arranged in configurations up to five rows and five columns. Complex additive strategies beyond basic addition are not included.

Common Misconceptions:
* Misinterpreting the array structure as a place to add or subtract numbers inconsistently, rather than the sum being the repeated addition of the same number.
* Some students may confuse the terms "columns" and "rows," which could lead to incorrect equations, as they might hesitate while translating the visual array into a written equation.
* Students may not understand that an array requires rows and columns of equal numbers, leading them to incorrectly group objects without maintaining equal addends.
* Students might believe that the layout of the array affects the sum, not recognizing that orientation does not change the total number of objects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1
Standard Description: Interpret products of whole numbers, e.g., interpret \(5 \times 7\) as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as \(5 \times 7\).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Understanding Multiplication With Groups.
Lesson Order: 1.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1+1
Standard Description: Write a multiplication equation that represents an equal sets of objects.

Key Concepts:
*None specified*

Learning Objectives:
* Given visuals of equal groups, complete the multiplication equation (e.g. Given an image of two groups of 4 objects, the student should identify ? x 4 = 8, or 2 x ? = 8, or 2 x 4 = ?, or ? x ? = 8).

Assessment Boundaries:
* Assessment is restricted to:
- Factors are limited to up to 5
- Exclusion of fractions, decimals, mixed numbers, and non-equal groupings
- No real world problems.
- No reference to division either as word or as a symbol is allowed.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- No use of vocabulary, numbers and symbols only

Common Misconceptions:
* Student miscount groups or items
* Students confuse the order of factors and write equations backwards, such as writing 2 × 3 when they see 3 groups of 2 objects each
* Students count the total number of groups plus the number in each group instead of multiplying, leading to addition rather than multiplication
* Students might confuse the product and a factor.
* Students misinterpret visual representations by counting individual objects rather than recognizing the equal groups structure needed for multiplication
* Students struggle to identify which number represents the number of groups versus the number of objects in each group when writing multiplication equations

Difficulty Definitions:
* Easy:
  - The student needs to provide the missing factor.
  - The factors are all less than 5
* Medium:
  - The student needs to provide both factors
* Hard:
  - The student needs to find the missing product up to 25

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Linking Repeated Addition to Multiplication
Lesson Order: 3.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1+2
Standard Description: Represent a product of whole numbers as repeated addition.

Key Concepts:
*None specified*

Learning Objectives:
* For example: if there are 3 groups of 3 dots, write the repeated addition and multiplication expressions: 3+3+3=___ and 3×3=___
* Given a repeated addition fact, complete a multiplication fact.
* Given a visual showing equal groups, identify the matching expressions that include verbal description, repeated addition and mutliplication fact.
* Given a visual showing equal groups, identify the matching expressions that include verbal description, repeated addition and mutliplication fact. 
For example: if there are 3 groups of 3 dots(given in the stem), select the repeated addition and multiplication expressions: 3+3+3=9and 3×3=9.

Assessment Boundaries:
* Assessment is restricted to:
- None of the multiplication factors may be greater than 5.
- Exclusion of fractions, decimals, mixed numbers, and non-equal groupings
- No real world problems.
- No reference to division either as word or as a symbol is allowed.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- NEVER ask for the end product (e.g. 5 × 4 = ?)
- Never mention the term, "repeated addition," only phrase the question as, Which expression equals __×___?

Common Misconceptions:
* Students create unequal groups when representing multiplication as repeated addition, such as showing 4 × 3 as 3 + 2 + 4 + 3 instead of maintaining equal groups of 3.
* Students incorrectly add the two factors together instead of using repeated addition, such as writing 5 × 6 as 5 + 6 rather than 6 + 6 + 6 + 6 + 6
* Students write multiplication as repeated addition but confuse which number represents the number of groups versus the number of objects in each group, such as representing 3 × 4 as 3 + 3 + 3 instead of 4 + 4 + 4

Difficulty Definitions:
* Easy:
  - Factors up to 4
* Medium:
  - At least one factor is up to 5
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Understanding Multiplication With Arrays
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1+3
Standard Description: Write a multiplication equation that represents an array.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is restricted to: 
- Single-digit multipliers and multiplicands (up to 10 × 10) 
- Exclusion of fractions, decimals, mixed numbers, and non-equal groupings 
- No real world problems. 
- No reference to division either as word or as a symbol is allowed. 
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values. 
- No use of anything besides numbers in the multiplication equation.

Common Misconceptions:
* Students confuse rows and columns when writing the multiplication equation, writing the number of columns first instead of the number of rows
* Students count individual objects in the array instead of identifying the number of rows and columns to create the multiplication equation
* Students reverse the factors in their multiplication equation, writing 5 × 3 when the array shows 3 rows of 5 objects each
* Students write addition equations instead of multiplication equations when representing arrays, such as writing 3 + 3 + 3 + 3 + 3 instead of 3 × 5

Difficulty Definitions:
* Easy:
  - The student needs to complete an equation by providing one of the factors.
* Medium:
  - The student needs to find the missing product
* Hard:
  - The student needs to find the entire equation.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Solving Multiplication Problems with 5 and 10
Lesson Order: 5.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1+4
Standard Description: Solve real-world multiplication problems.

Key Concepts:
*None specified*

Learning Objectives:
* Solve multiplication facts.
* Two-step word problems involvind multiplication.

Assessment Boundaries:
* Assessment is restricted to:
- One of the factor in multiplication should be 5 or 10.
- Exclusion of fractions, decimals, mixed numbers, and non-equal groupings
- Real world problems required.
- No reference to division either as word or as a symbol is allowed.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.

Common Misconceptions:
* - Students calculate the correct numerical answer but cannot explain what the multiplication represents in terms of equal groups or objects
* - Students struggle to create appropriate real-world contexts for given multiplication expressions, often describing unequal groupings instead of equal groups
* Students confuse multiplication with addition, thinking 5 × 7 means 5 + 7 instead of 5 groups of 7 objects
* Students reverse the meaning of factors, interpreting 5 × 7 as 7 groups of 5 objects when the context specifically describes 5 groups of 7 objects

Difficulty Definitions:
* Easy:
  All questions are the same level of difficulty.
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Multiplication Facts (2, 3, 4, 5, and 10)
Lesson Order: 4.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1+5
Standard Description: Solve multiplication facts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is restricted to:
- One of the multiplication factors should be 2, 3, 4, 5, and 10.
- No real world problems.
- No reference to division either as word or as a symbol is allowed.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.

Common Misconceptions:
* Students confuse multiplication with addition, calculating 3 × 4 as 3 + 4 = 7 instead of understanding it represents 3 groups of 4 objects totaling 12
* Students have difficulty interpreting what multiplication represents contextually, unable to visualize 4 × 7 as 4 groups containing 7 objects each or 7 groups containing 4 objects each
* Students memorize multiplication facts without understanding the commutative property, treating 6 × 8 and 8 × 6 as completely different problems rather than equivalent expressions
* Students struggle with the concept that any number multiplied by 0 equals 0, often thinking 5 × 0 should equal 5 or some other non-zero result

Difficulty Definitions:
* Easy:
  - All facts are the same level of difficulty.
* Medium:
  -N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 1
Unit Name: Multiplication
Cluster ID: CCSS.MATH.CONTENT.3.OA.A
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.4+2
Standard Description: Determine the unknown whole number in a division equation relating three whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze word problems to identify the division equation and solve for the unknown variable using appropriate strategies.
* Apply reasoning about division as the inverse of multiplication to find the unknown in a division equation.
* Explain how the division equation represents the partition of the dividend into equal parts defined by the divisor.
* Use fact families to verify the division equation and determine the unknown number.
* Use manipulatives or drawings to model the division equation and identify the unknown whole number.

Assessment Boundaries:
* Assessment of determining the unknown whole number in a division equation should be limited to equations involving division of whole numbers where the divisor is a single-digit number and the dividend is less than or equal to 100.

Common Misconceptions:
* Students could believe that all division problems have a remainder, failing to recognize when a division problem results in a whole number without any leftover.
* Students may apply the inverse operation incorrectly, such as not understanding that division is the opposite of multiplication, leading to errors in solving for the unknown.
* Students may confuse division with subtraction, thinking that finding the unknown in a division equation is similar to subtraction, especially when they see the division sign as representing a decrease.
* Students might misunderstand the role of the divisor and the quotient, possibly mixing up which one represents the number of groups and which represents the number in each group.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Picture Graphs
Lesson Order: 74.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.3+1
Standard Description: Draw a scaled picture graph to represent a data set with several categories.

Key Concepts:
*None specified*

Learning Objectives:
* Given 4 picture graphs and given a data set, choose the picture graph that matches the correct graph.
* Given a scaled picture graph, answer questions about quantity. Use partial symbols (half frequencies)

Assessment Boundaries:
* Assessment is restricted to:
- Data sets must have no more than five categories.
- All data values must be whole numbers within 0–100.
- Each picture symbol in the graph must represent a set number of items. This is restricted to 2, 3, 4, 5, 6, 7, 8, 9, or 10, or a multiple of 10; scales of 1 are not permitted.
- Each category must have a value that is a whole number multiple of the scale (e.g., if the scale is 5, category totals must be 0, 5, 10, 15, etc.).
- No fractional or partial symbols should be used; each symbol must represent a whole number of items.
- No negative numbers, decimals, or fractions in the data or graph.
- Context is required; data must be presented within a real-world scenario.
- No requirement to create or interpret graphs with more than one scale per graph.
- No multi-step problems requiring calculations beyond simple addition or subtraction of category totals.
- No use of variables or algebraic symbols; only numeric values and picture symbols are used.
- All data should be a multiple of the scale being used. For example, if every object represents 3 object, then the data should always be a multiple of 3.
- Question should ask, "Which picture graph matches the following data:"
- Data must be in list form with each entry in a new line

Common Misconceptions:
* Students create picture graphs without including a key or legend that clearly states what number each symbol represents
* Students draw one picture symbol for each individual item in the data instead of using the given scale (e.g., drawing 20 symbols for 20 items when the scale is 5, rather than drawing 4 symbols) \
* Students misalign or inconsistently space their picture symbols, making it difficult to accurately count and compare categories in the graph
* Students use partial or fractional symbols when data doesn't divide evenly by the scale, such as drawing half a symbol instead of ensuring all category values are whole multiples of the scale

Difficulty Definitions:
* Easy:
  All questions are the same level
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Bar Graphs
Lesson Order: 76.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.3+2
Standard Description: Draw a scaled bar graph to represent a data set with several categories

Key Concepts:
*None specified*

Learning Objectives:
* Given 4 bar graphs and given a data set, choose the bar graph that matches the data.
* Given a bar graph, match the data that the bar graph represents.

Assessment Boundaries:
* Assessment is restricted to:
- Data sets must have no more than six categories.
- All data values must be whole numbers.
- The frequencies for the bar graph must be a whole number 1-10, or a multiple of 10, or 100; frequncies of 1 are not permitted for scaled graphs.
- There should NEVER be any scales or reference to scales.
- No fractional, partial, or negative bars; each bar must represent a whole number of items.
- No decimals or fractions in the data or graph.
- Context is required; data must be presented within a real-world scenario.
- No requirement to create or interpret graphs with more than one frequency interval per graph.
- No use of variables or algebraic symbols; only numeric values and bar heights are used
- Interpreting questions are only one step.
- Every bar graph requires an intro sentence setting up the context (e.g. Vijay kept a driving log to see how many miles he drove each day.)
- Data must be in list form with each entry in a new line

Common Misconceptions:
* Counting by ones instead of reading the stated intervals (e.g., 5s, 10s, 100s)
* Students forget to multiply the bar height by the scale factor, reading the bar height as the actual data value rather than applying the given scale

Difficulty Definitions:
* Easy:
  There are three bars
* Medium:
  There are four or 5 bars
* Hard:
  There are 6 bars.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Problem Solving with Bar Graphs
Lesson Order: 78.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.3+3
Standard Description: Solve problems on scaled bar graphs.

Key Concepts:
*None specified*

Learning Objectives:
* Given a scaled bar graph, identify "how many fewer/less" a category has than another two categories.
* Given a scaled bar graph, identify "how many fewer/less" one category has than another.
* Given a scaled bar graph, identify "how many more" one category has than another.
* Given a scaled bar graph, identify "how many more" two categories have than another categories.
* Given a scaled bar graph, identify "how many total" two categories have.

Assessment Boundaries:
* Assessment is restricted to:
- Must use bar graph.
- All data values must be whole numbers within 0–100.
- Each category’s value must be a whole number and every vertical tick mark must be labeled.
- No fractional, partial, or negative values in data or graphs.
- Context is required; data must be presented within a real-world scenario. The problem must begin with an introduction that sets up the context. For example, "Caleb collects battle trading cards. He made a bar graph to show the kinds of cards he had.", 
- No use of variables or algebraic symbols; only numeric values and standard data display notation are used.
- In the question stem do NOT use "in the image...", instead ask the question directly.

Common Misconceptions:
* Treating each tick/grid line as 1 unit instead of the given scale (counting lines, not scaled values)

Difficulty Definitions:
* Easy:
  - One step and only three categories
* Medium:
  - One step and five categories
  - Two steps and three categories
* Hard:
  - Two steps and five categories

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Analyze Bar Graphs: Two Step Problems
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.3+4
Standard Description: Solve two-step additive-comparison problems that require combining or comparing results from categorical data represented in a pictograph, or bar graph with scaled intervals.

Key Concepts:
*None specified*

Learning Objectives:
* -Solve two-step problems with a scaled bar graph: combine the bars for two categories, then determine how many fewer they have than a third.
* Solve two-step problems with a frequency table: add the counts of two categories, then decide how many fewer they have than a third.
* Solve two-step problems with a frequency table: add the counts of two categories, then decide how many more they have than a third.
* Solve two-step problems with a line plot: add the data points of two categories, then find how many fewer than a third.
* Solve two-step problems with a line plot: add the data points of two categories, then find how many more than a third.
* Solve two-step problems with a scaled bar graph: combine the bars for two categories, then determine how many fewer they have than a third.
* Solve two-step problems with a scaled bar graph: combine the bars for two categories, then determine how many more they have than a third.
* Solve two-step problems with a scaled pictograph: total the symbols for two categories, then state how many fewer than a third.
* Solve two-step problems with a scaled pictograph: total the symbols for two categories, then state how many more than a third.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Interpreting Picture Graphs
Lesson Order: 75.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.3+5
Standard Description: Interpret a picture graph.

Key Concepts:
*None specified*

Learning Objectives:
* Determine how many ____ each symbol represents.
* Find the quantity in a single category: How many [items] are in [category]?
* Find the total quantity: What is the total number of [items] shown in the graph?
* Simple comparison between two categories: How many more [category A] then [category B]?

Assessment Boundaries:
* Assessment is restricted to:
- Data sets must have no more than five categories.
- All data values must be whole numbers within 0–100.
- Each picture symbol in the graph must represent a set number of items. This is restricted to 2, 5 or 10; scales of 1 are not permitted.
- Each category must have a value that is a whole number multiple of the scale (e.g., if the scale is 5, category totals must be 0, 5, 10, 15, etc.).
- No negative numbers, decimals, or fractions in the data or graph.
- Context is required; data must be presented within a real-world scenario.
- No requirement to create or interpret graphs with more than one scale per graph.
- No multi-step problems requiring calculations beyond simple addition or subtraction of category totals.
- No use of variables or algebraic symbols; only numeric values and picture symbols are used.
- When the whole object in the key represents a set of objects, if a half symbol is used, it also needs to be on the key. For example, if a whole cookie is 10 batches of cookies, then half a cookie is 5 batches of cookies, and both need to be represented on the key.

Common Misconceptions:
* Students add category totals incorrectly when solving "how many more" or "how many less" problems by using the wrong operation
* Students forget to multiply by the scale when comparing categories, leading to incorrect differences between groups
* Students misread partial symbols as whole symbols or attempt to count fractional parts of symbols that don't exist

Difficulty Definitions:
* Easy:
  - Pictures are always whole.
  - Determine how many ____ each symbol represents.
  - Find the quantity in a single category: How many [items] are in [category]?
* Medium:
  - Data may include half pictures.
  - Find the quantity in a single category: How many [items] are in [category]?
* Hard:
  - Data must include half pictures.
  - Find the total quantity: What is the total number of [items] shown in the graph?
  - Simple comparison between two categories: How many more [category A] then [category B]?

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Interpreting Bar Graphs
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.3+6
Standard Description: Interpret a scaled bar graph.

Key Concepts:
*None specified*

Learning Objectives:
* Given a bar graph determine which category is the largest or smallest within the context of the problem.
* Given a bar graph determine which of two categories is larger within the context of the problem.
* Given a bar graph, determine the value of one of the categories.

Assessment Boundaries:
* Assessment is restricted to:
- Data sets must have no more than five categories.
- All data values must be whole numbers.
- There should NEVER be any scales or reference to scales.
- A bar could be between two interval markings, but must still be a whole number.
- No fractional, partial, or negative bars; each bar must represent a whole number of items.
- No decimals or fractions in the data or graph.
- Context is required; data must be presented within a real-world scenario.
- No requirement to create or interpret graphs with more than one interval per graph.
- No use of variables or algebraic symbols; only numeric values and bar heights are used
- Interpreting questions are only one step.
- Every bar graph requires an intro sentence setting up the context (e.g. Vijay kept a driving log to see how many miles he drove each day.)

Common Misconceptions:
* Counting by ones instead of reading the stated intervals (e.g., 5s, 10s, 100s)
* Reporting decimals/fractions or partial bars even though all values must be whole numbers
* Rounding a bar that ends between tick marks to the nearest mark instead of reading the correct whole-number value between marks

Difficulty Definitions:
* Easy:
  - Given a scaled bar graph, determine the value of one of the categories.
* Medium:
  - Comparison problems
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Line Plots
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.4+2
Standard Description: Create line plots to display measurement data with a horizontal scale marked off in whole numbers, halves, or quarters.

Key Concepts:
*None specified*

Learning Objectives:
* - Construct a line plot with a number line marked in halves.
* - Construct a line plot with a number line marked in quarters.
* Given 4 line plots marked in quarters, choose the data that matches 1 of them.
* Given 4 line plots marked in quarters, choose the plot that matches the given data.
* Given 4 line plots marked in whole halves, choose the data that matches 1 of them.
* Given 4 line plots marked in whole numbers, choose the data that matches 1 of them.
* Given data and a single line plot missing a column, identify how many Xs should go in the missing column

Assessment Boundaries:
* Assessment is restricted to:
- Measurement data must be generated by measuring lengths using rulers marked only with whole numbers, halves (1/2), or quarters (1/4) of an inch.
- All measurements must be in inches; metric units are not permitted.
- Line plots must use a horizontal scale marked in whole numbers, halves, or quarters only; no other fractional increments, decimals, or negative numbers are allowed.
- Data sets must be manageable in size for third grade (generally 5–10 data points per set).
- Each line plot must represent a single set of measurement data; no compound or multi-variable plots.
- No requirement to interpret or create line plots with scales other than whole numbers, halves, or quarters.
- No word problems requiring multi-step analysis; focus is on constructing or interpreting the line plot and answering straightforward questions about quantity.
- No use of variables or algebraic symbols; only numeric values and standard line plot notation are used.
- No requirement to calculate mean, median, or mode; items may only require counting or comparing quantities represented on the plot.
- Problems require context before the data (e.g. Jennifer was curious about how much syrup her brother put on his favorite food, pancakes. Before breakfast each day, Jennifer recorded how much syrup was in the bottle. After breakfast, she figured out how much syrup he had eaten by remeasuring the amount of syrup in the bottle. She recorded the results.)

Common Misconceptions:
* Students create vertical line plots instead of horizontal ones, or place the scale on the vertical axis rather than the horizontal axis as required
* Students misread ruler markings by confusing half-inch marks with quarter-inch marks, or counting tick marks incorrectly when the ruler shows fractional increments
* Students place X marks or dots above the wrong measurement values on the horizontal scale, often rounding to the nearest whole number instead of using the exact fractional measurement shown on the ruler
* Students stack multiple X marks or dots in columns above each measurement value instead of placing them in a single horizontal line above the scale

Difficulty Definitions:
* Easy:
  - 5-6 measurements
* Medium:
  - 7-8 measurements
* Hard:
  - 9-10 measurements

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 10
Unit Name: Data
Cluster ID: CCSS.MATH.CONTENT.3.MD.B+1
Cluster Name: Represent and interpret data.
Lesson Name: Interpreting Line Plots
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.4+3
Standard Description: Interpret a line plot.

Key Concepts:
*None specified*

Learning Objectives:
* Combine two categories: How many [items] are in [category A] and [category B] combined?
* Count categories meeting a condition: How many categories have more than [X] [items]?
* Find the quantity in a single category: How many [items] are in [category]?
* Find the total for all except one category: What is the total number of [items] that are NOT [category X]?
* Find the total quantity: What is the total number of [items] shown in the graph?
* Identify the most or fewest: Which category has the most/fewest [items]?
* Simple comparison between two categories: What is the difference between [category A] and [category B]?
* Simple comparison between two categories: What is the difference in quantity between [category A] and [category B]? Ensure the question is mathematically accurate and doesn't ask the difference between measurements.

Assessment Boundaries:
* Assessment is restricted to:
- Measurement data must be generated by measuring lengths using rulers marked only with whole numbers, halves (1/2), or quarters (1/4) of an inch.
- All measurements must be in inches; metric units are not permitted.
- Line plots must use a horizontal scale marked in whole numbers, halves, or quarters only; no other fractional increments, decimals, or negative numbers are allowed.
- Data sets must be manageable in size for third grade (generally 5–10 data points per set).
- Each line plot must represent a single set of measurement data; no compound or multi-variable plots.
- No requirement to interpret or create line plots with scales other than whole numbers, halves, or quarters.
- No word problems requiring multi-step analysis; focus is on constructing or interpreting the line plot and answering straightforward questions about quantity.
- No use of variables or algebraic symbols; only numeric values and standard line plot notation are used.
- No requirement to calculate mean, median, or mode; items may only require counting or comparing quantities represented on the plot.
- All single step problems.
- Problems require context before the data (e.g. Jennifer was curious about how much syrup her brother put on his favorite food, pancakes. Before breakfast each day, Jennifer recorded how much syrup was in the bottle. After breakfast, she figured out how much syrup he had eaten by remeasuring the amount of syrup in the bottle. She recorded the results.)

Common Misconceptions:
* Students confuse the measurement marks on rulers and incorrectly read fractional measurements, such as reading 2 1/4 inches as 2.25 or misidentifying the 1/4 and 3/4 inch marks
* Students incorrectly interpret what each X represents, thinking one X equals multiple items rather than understanding that each X represents one measured object
* Students miscount the total number of X marks when answering questions about quantities, either by double-counting marks or skipping marks when visually scanning the plot
* Students place X marks or data points at incorrect positions on the line plot scale, often placing them between scale marks instead of directly above the corresponding measurement value

Difficulty Definitions:
* Easy:
  - 5-6 whole-number measurements
* Medium:
  - 7-8 measurements with halves/quarters
* Hard:
  - How many [items] would need to be added to [category A] to equal [category B]? - What is the total number of [items] in all categories except [category X]?
  - Mixed increments (e.g., 3", 3¼", 3½")

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.5.B
Standard Description: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Measuring Area with Unit Squares
Lesson Order: 82.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.6+1
Standard Description: Measure areas by counting unit squares.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the area by counting the unit squares in a square or rectangle given on a portion of a provided grid.

Assessment Boundaries:
* Assessment is restricted to:
- Plane figures must be able to be completely covered by unit squares without gaps or overlaps 
- Only whole-number counts of unit squares are used; no partial, fractional, or decimal units..
- Shapes must be presented on a grid or with clear unit squares delineated;
- No word problems
- No requirement to use formulas for area; students must find area by direct counting of unit squares.
- No requirement to decompose or compose shapes for this substandard (that is assessed in later standards)..
- Only use square units for area.
- Area is less than 20
- Always spell out units. Do not use abbreviations.

Common Misconceptions:
* Students add the number of rows to the number of columns rather than multiplying to find the total number of squares.
* Students confuse area with perimeter and count the squares around the edge instead of the squares inside the shape.
* Students may believe that rotating or moving a shape changes the number of unit squares it covers, even though the area remains the same.

Difficulty Definitions:
* Easy:
  - Shapes are rectangular
  - Area is less than 10
* Medium:
  - Shapes are irregular and less than 10
* Hard:
  - Shapes are irregular at less than 20

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Areas of Rectangles
Lesson Order: 83.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.7.B+1
Standard Description: Multiply side lengths to find areas of rectangles with whole-number side lengths for solving mathematical problems.

Key Concepts:
*None specified*

Learning Objectives:
* Given an image of a rectangle with whole-number side lengths, calculate the area.
* Given an image of a square with whole-number side lengths, calculate the area.
* Given the image of a rectangle with whole-number side lengths, find the expression for the area.

Assessment Boundaries:
* Assessment is restricted to:
- Rectangles and squares only; other polygons or irregular shapes are not included.
- Side lengths must be whole numbers and may be expressed in standard units (e.g., centimeters, meters, inches, feet, yards).
- Both side lengths must be given
- All areas and side lengths must be whole numbers; no fractions, decimals, or negative numbers.
- Areas must only use mutliplication up to 10 by 10 times tables.
- Must be mathematical without real world context.
- No requirement to use or interpret exponential notation (e.g., cm²); “square centimeters” or similar language is acceptable.
- No requirement to decompose or compose shapes (this is assessed in other substandards).
- No multi-step problems; each item should require only a single multiplication to find area or a single selection from given options.
- No requirement to solve for missing side lengths when only area is given; both side lengths must be provided for area calculation.
- No use of variables or algebraic symbols; only numeric values and standard unit labels are used.
- Only mathematical problems and no real world context.

Common Misconceptions:
* Students add the side lengths instead of multiplying them (e.g., calculating 6 + 4 = 10 instead of 6 × 4 = 24 for area)
* Students assume that larger individual side lengths always result in larger areas without considering both dimensions together
* Students confuse area calculation with perimeter calculation by adding length plus width and then multiplying by 2
* Students multiply correctly but forget to include or incorrectly state the square units in their final answer

Difficulty Definitions:
* Easy:
  - Solve for the numeric area.
  - "square units" only
  - side lengths are up to 5
* Medium:
  - Solve for the numeric area.
  - Real world units (square yards, square meters, etc)
  - Units on the shape are labeled with full spelling of the units and no abbreviations
* Hard:
  - Solve for the numeric area.
  - Real world units (square yards, square meters, etc)
  - Units on the shape are labeled with abbreviations for the units.
  - The answers are spelled out, "square <<units>>"

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Areas of Rectangles Word Problems
Lesson Order: 85.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.7.B+2
Standard Description: Solve real-world word problems involving areas of rectangles with whole-number side lengths

Key Concepts:
*None specified*

Learning Objectives:
* In the context of a real world problem, given the verbal description of a rectangle with whole-number side lengths, calculate the area.
* In the context of a real world problem, given the verbal description of a square with whole-number side lengths, calculate the area.

Assessment Boundaries:
* Assessment is restricted to:
- Real-world contect is required.
- Rectangles and squares only; other polygons or irregular shapes are not included.
- Both side lengths must be whole numbers and may be expressed in standard units (e.g., centimeters, meters, inches, feet, yards).
- Calculating the area may only involve single digit multiplication up to ten,
- All side lengths and areas must be whole numbers; no fractions, decimals, or negative numbers.
- All problems must be set in a real-world context appropriate for third grade
- Both side lengths must be provided, either in an image or in a verbal description; students are not required to solve for a missing side given only the area.
- No requirement to use or interpret exponential notation (e.g., cm²); “square centimeters” or similar language is acceptable.
- No requirement to decompose or compose shapes for this substandard; focus is on multiplying given side lengths to find area.
- Each item should require only a single multiplication to find area or a single selection from given options; no multi-step problems.
- No use of variables or algebraic symbols; only numeric values and standard unit labels are used.

Common Misconceptions:
* Students may confuse the concept of area with perimeter, not distinguishing between two-dimensional space and the linear distance around a rectangle.

Difficulty Definitions:
* Easy:
  - Only one level of diff
* Medium:
  NA
* Hard:
  NA

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Area Problems: Missing Side Length
Lesson Order: 84.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.7.B+3
Standard Description: Given the area and a side, find the missing side length.

Key Concepts:
*None specified*

Learning Objectives:
* Given the area and a side length, find the missing side length.

Assessment Boundaries:
* Assessment is restricted to:
- Rectangles (not squares) only; other polygons or irregular shapes are not included.
- Side lengths must be whole numbers and may be expressed in standard units (e.g., centimeters, meters, inches, feet, yards).
- All areas and side lengths must be whole numbers; no fractions, decimals, or negative numbers.
- Side length may only be single digits, 
- No requirement to use or interpret exponential notation (e.g., cm²); only use thw word form, e.g. “square centimeters.”
- No requirement to decompose or compose shapes (this is assessed in other substandards).
- No multi-step problems; each item should require only a single multiplication to find area or a single selection from given options.
- No use of variables or algebraic symbols; only numeric values and standard unit labels are used.
- Questions must say: The <length/width> of the rectangle is <___> <units>. The area is <___> square <units>.
What is the <length/width> of the rectangle?
- Always spell out units. Do not use abbreviations.

Common Misconceptions:
* Students confuse which operation to use and try to add the area and given side length instead of dividing the area by the given side length
* Students forget that area equals length times width and attempt to subtract the given side length from the total area
* Students mix up which measurement represents area versus side length in word problems, using the area value as a side length in their calculations
* Students multiply the area by the given side length instead of dividing, thinking they need to make the rectangle bigger rather than finding the missing dimension

Difficulty Definitions:
* Easy:
  - "square units" only
  - Side lengths up to 5
* Medium:
  - Real world units (square yards, square meters, etc)
* Hard:
  NA

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Finding Area with the Distributive Property
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.7.C+1
Standard Description: Use tiling to demonstrate that the area of a rectangle with whole-number side lengths a and b + c equals the sum of the areas a × b and a × c.

Key Concepts:
*None specified*

Learning Objectives:
* Find the area.
* In the context of area, given a grid of a rectangle that has been partitioned into two smaller rectangles with their side lengths labeled, write the equation (using the distributive property) that can be used to represent the area.

Assessment Boundaries:
* Assessment is restricted to:
- Figures must be rectangles with whole-number side lengths; side lengths and resulting areas must be whole numbers.
- The sum of the side lengths (a and b + c) must not exceed 10 for any dimension, and the total area must not exceed 100 square units (e.g., 4 × (2 + 3) = 4 × 5 = 20).
- Tiling and area models must be used to visually represent the distributive property; diagrams must clearly show partitioning of the rectangle into two smaller rectangles.
- Only one equation or diagram is required per item; no multi-step or compound distributive property problems.
- Equations must be limited to the form a×(b+c)=(a×b)+(a×c) using whole numbers only.
- No requirement to use or interpret exponential notation (e.g., cm²); “square units” or similar language is acceptable.
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- Visual required
- No word problems
- Should be worded as, "Which equation uses the distributive property to find the area of the rectangle. Each small square represents 1 square unit.”

Common Misconceptions:
* Some students might think that tiling means adding the side lengths rather than counting the unit squares, so they mistakenly believe that the area is found by adding a, b, and c.
* Students may believe that when the rectangle is divided into two parts, the shared side “a” is counted twice, causing them to overestimate the total area.

Difficulty Definitions:
* Easy:
  - Area is less than 20
  - In the context of area, given a grid of a rectangle that has been partitioned into two smaller rectangles with their side lengths labeled, write the equation (using the distributive property) that can be used to represent the area.
Student needs to fill the blanks in below format: "Find the area of the large rectangle. Use the distributive property to help. Each small square has an area of 1 square unit.
W x (L1 + L2) = (W x L1) + (W x __)
= [W x L1] + __
= __
The area is __ square units."
* Medium:
  - Area is less than 50.
  - In the context of area, given a grid of a rectangle that has been partitioned into two smaller rectangles with their side lengths labeled, write the equation (using the distributive property) that can be used to represent the area.
Student needs to fill the blanks in below format: "Find the area of the large rectangle. Use the distributive property to help. Each small square has an area of 1 square unit.
W x (L1 + L2) = (W x L1) + (W x __)
= [W x L1] + __
= __
The area is __ square units."
* Hard:
  Question must ask, “Find the area of the large rectangle. Use the distributive property to help. Each small square has an area of 1 square unit.” 
Area up to 126 square units

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Additive Area
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.7.D+1
Standard Description: Recognize area as an additive property.

Key Concepts:
*None specified*

Learning Objectives:
* Decomposing composite figures with a dashed guideline as a visual hint.
* Word problems involving multi-split figures.

Assessment Boundaries:
* Assessment is restricted to:
- All side lengths and areas must be whole numbers; no fractions, decimals, or negative numbers.
- Each composite figure may be partitioned into 2–4 non-overlapping rectangles or squares.
- The total area of the composite figure and the areas of all component rectangles must not exceed 100 square units.
- All component rectangles must be clearly delineated and labeled with side lengths or areas as needed; missing side lengths can be determined using shared sides, but each must be solvable with a single logical step.
- Only addition and subtraction are used to find total area (e.g., add the areas of all non-overlapping rectangles, or subtract the area of a cut-out from the whole).
- No requirement to use or interpret exponential notation (e.g., cm²); “square units” or similar language is acceptable.
- No requirement to use variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- No requirement to solve for perimeter or other attributes; focus is solely on area.
All sides are labeled.
- No word problems.
- Every question should ask, "What is the area of this figure?"

Common Misconceptions:
* Students might think that adding the sides of the divided shapes gives the total area of the original shape.

Difficulty Definitions:
* Easy:
  Decomposing composite figures with a dashed guideline as a visual hint..
* Medium:
  No dashed line in the figure.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.C
Cluster Name: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
Lesson Name: Area of Complex Figures
Lesson Order: 88.0
Standard ID: CCSS.MATH.CONTENT.3.MD.C.7.D+2
Standard Description: Solve problems involving the area of composite figures.

Key Concepts:
*None specified*

Learning Objectives:
* Find the area of complex figures for which one side length needs to be found before calculating the area.

Assessment Boundaries:
* Assessment is restricted to:
- Figures must be rectilinear (can be divided into non-overlapping rectangles and/or squares) with whole-number side lengths. (Exmaple L Shapes and T Shapes)
- All side lengths and areas must be whole numbers; no fractions, decimals, or negative numbers.
- Each composite figure may be partitioned into 2–4 non-overlapping rectangles or squares.
- The total area of the composite figure and the areas of all component rectangles must not exceed 100 square units.
- Prohibited to use or interpret exponential notation (e.g., cm², units^2); “square units” or similar language is the only acceptable form.
- No requirement to use variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- No requirement to solve for perimeter or other attributes; focus is solely on area.
- Two side lengths are missing. The problem must still be solveable with third grade appropriate reasoning though.
- Missing sides may only require addition.
- Figures CANNOT be referred to as "L-shaped", "T-shaped", "composite figure" or "complex figure" in question stem, ONLY "figure"

Common Misconceptions:
* Students attempt to find the area of the entire composite figure as one large rectangle instead of breaking it down into separate non-overlapping rectangular components
* Students confuse area calculations with perimeter calculations, adding side lengths together instead of multiplying length times width for each rectangular section
* Students count overlapping areas twice when composite figures have rectangles that share common regions, leading to inflated total area calculations
* Students incorrectly subtract areas when figures have indentations or cut-out sections, subtracting component rectangle areas from each other rather than from a larger containing rectangle

Difficulty Definitions:
* Easy:
  L-shaped
* Medium:
  T-shaped
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Perimeter
Lesson Order: 89.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+1
Standard Description: Solve mathematical problems involving perimeters of polygons.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the perimeter of a hexagon by adding all of its side lengths.
* Calculate the perimeter of a pentagon by adding all of its side lengths.
* Calculate the perimeter of a quadrilateral by adding all of its side lengths.
* Calculate the perimeter of a triangle by adding all of its side lengths.
* Calculate the perimeter of an octagon by adding all of its side lengths.

Assessment Boundaries:
* Assessment is restricted to:
- Polygons must have whole-number side lengths; no fractions, decimals, or negative numbers are permitted.
- The sides are one or two digit numbers.
- Problems must require finding the perimeter by adding all side lengths
- Visuals (diagrams or labeled figures) may be included but are not required.
- No requirement to use or interpret exponential notation (e.g., cm²); “units” or “units long” is acceptable for perimeter.
- No requirement to solve for area in the same item; focus is solely on perimeter.
- No context or word problems 
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- For shapes where only one side length is given, the problem must state that "All of its sides are the same length."
- Side lengths should not exceed 25

Common Misconceptions:
* Student accidentally double counts a side.
* Students accidentally leave out one of the sides.

Difficulty Definitions:
* Easy:
  - Every side length is given and there are only 3 or 4 sides
  - Units are "units"
  - Sides are single digits
* Medium:
  <unspecified>
* Hard:
  - It is noted that every side is the same length and one side length is given.
  - Real world units

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Perimeter Word Problems
Lesson Order: 92.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+2
Standard Description: Solve word problems involving perimeters of polygons.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the perimeter of a polygon.
* Determine the missing side length in a polygon when the total perimeter and remaining side lengths are provided in a word problem.

Assessment Boundaries:
* Assessment is restricted to:
- Polygons must have whole-number side lengths; no fractions, decimals, or negative numbers are permitted.
- Squares and rectangles only.
- All calculations and given values must be within 150.
- Problems require real-world context.
- No requirement to solve for area in the same item; focus is solely on perimeter.
- Units can be centimeters, meteres, inches, feet, or units
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- No image
- Cannot require dividing a number larger than 20 by 2.
- Cannot require dividing a number larger than 40 by 4.

Common Misconceptions:
* Adding just one length and one width (L + W) without doubling, so they calculate half the perimeter of a rectangle
* Assuming every polygon mentioned is a square (all sides equal) or, conversely, thinking a square can have two different side lengths like a rectangle
* Confusing perimeter with area and multiplying length by width instead of adding all side lengths
* When given the total perimeter and one side, subtracting that side only once instead of twice before finding the unknown side

Difficulty Definitions:
* Easy:
  - Find the perimeter of a polygon by adding all given side lengths.  
  - Side lengths are up to 30
* Medium:
  - Find a missing side length of a polygon when the total perimeter and most side lengths are known.  
  - Side lengths are up to 30
* Hard:
  - At least one side length must be between 31 and 50

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Perimeter Problems: Finding the Missing Side
Lesson Order: 91.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+3
Standard Description: Solve perimeter problems in which the perimeter is given but a side length is missing.

Key Concepts:
*None specified*

Learning Objectives:
* Find the missing side length(s) of a T-shaped polygon when the total perimeter and other side lengths are given.
* Find the missing side length(s) of a hexagon when the total perimeter and other side lengths are given.
* Find the missing side length(s) of a pentagon when the total perimeter and other side lengths are given.
* Find the missing side length(s) of a polygon.
* Find the missing side length(s) of a quadrilateral when the total perimeter and other side lengths are given.
* Find the missing side length(s) of a triangle when the total perimeter and other side lengths are given.

Assessment Boundaries:
* Assessment is restricted to:
- Polygons must have whole-number side lengths; no fractions, decimals, or negative numbers are permitted.
- Perimeter problems are limited to polygons
- The sides are single digits
- Problems must require finding a missing side length when the total perimeter and all other side lengths are given.
- Side length is labeled with abbreviated units and answer includes fulled spelled units.
- No requirement to solve for area in the same item; focus is solely on perimeter.
- No context or word problems 
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- Real world units are limited to feet, yards, meters, centimeters, inches and units.
- Cannot involve dividing a number larger than 20 by 2.
- Cannot require dividing a number larger than 40 by 4.

Common Misconceptions:
* Divides the perimeter by the number of sides on irregular polygons (wrongly assumes all sides are equal).

Difficulty Definitions:
* Easy:
  - Units are "units"
  - 3 or 4 sides
* Medium:
  - The perimeter is given and all of the other sides are given and have 5-8 sides (e.g. The perimeter of the shape is 48centimeters. What is the length of the missing side?)
  - The perimeter of a regular shape is given and the question states that all sides are the same length and asks what the length of each side is (Should be worded like this: The perimeter of the shape is 42yards and all its sides have the same length. What is the length of each side?)
  - Real world units are used.
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Area, Perimeter and Side Length Word Problems
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+4
Standard Description: Solve word problems involving area, perimeter, and side length.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem involving area of a  (not a square) rectangle.
* Solve a word problem involving area of a rectangle  (not a square), finding the side length.
* Solve a word problem involving area of a square, finding the side length.
* Solve a word problem involving area of a square.
* Solve a word problem involving perimeter of a rectangle (not a square), finding the side length.
* Solve a word problem involving perimeter of a rectangle (not a square).
* Solve a word problem involving perimeter of a square, finding the side length.
* Solve a word problem involving perimeter of a square.
* Solve a word problem involving perimeter, finding the side length.

Assessment Boundaries:
* Assessment is restricted to:
- Must have whole-number side lengths; no fractions, decimals, or negative numbers are permitted.
- Perimeter problems are limited to squares and rectangles onle
- No composite shapes
- The sides are all either within ten or are multiples of ten.
- Problems may require finding the perimeter by adding all side lengths, or finding a missing side length when the total perimeter and other side lengths are given.
- No visuals (diagrams or labeled figures) may be included but are not required.
- No requirement to use or interpret exponential notation (e.g., cm²); “units” or “units long” is acceptable for perimeter.
- No requirement to solve for area in the same item; focus is solely on perimeter.
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- Word problem are required
- Problems to find perimeter or area, squares give one side length only.
- Perimeter problems to find a missing side of a square are given the perimeter only and no side lengths.
- Area problems to find a missing side of a square are given the area only and no side lengths. To solve these, the students think about what times itself is equal to that area. DO NOT EXPLAIN with square roots.
- Perimeter problems to find a missing side of a rectangle (that is not a square) are given the perimeter only and one side length.
- Area problems to find a missing side of a rectangle (that is not a square) are given the area only and one side lengths.

Common Misconceptions:
* Adding length + width once (or doubling just one side) and forgetting to count both pairs of opposite sides when finding a rectangle’s perimeter
* Assuming every unknown-side problem is a square and simply dividing the perimeter by 4, even when the given sides show a rectangle
* Treating perimeter like area—multiplying the two side lengths instead of adding all four sides
* Writing perimeter answers with square units (e.g., “cm²”) because they confuse the required units for area and perimeter

Difficulty Definitions:
* Easy:
  - Finding area or perimeter
* Medium:
  - Find a single missing side
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Area and Perimeter
Lesson Order: 95.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+5
Standard Description: Solve problems with rectangles with the same perimeter and different areas or with the same area and different perimeters.

Key Concepts:
*None specified*

Learning Objectives:
* Identify pairs of rectangles that have the same area but different perimeters.
* Identify pairs of rectangles that have the same perimeter but different areas.

Assessment Boundaries:
* Assessment is restricted to:
- Rectangles only; all side lengths must be whole numbers.
- Perimeter and area calculations are limited adding with sums less than 30, and multipliying single digits by single digits
- Problems must focus on identifying, comparing, or selecting rectangles that have:
The same perimeter but different areas, or The same area but different perimeters.
- All side lengths and calculated values must be whole numbers; no fractions, decimals, or negative numbers.
- Visuals (diagrams, grids, or labeled rectangles) may be included but are not required.
- Perimeter is measured in centimeters, meters, inches, yard, or units, and area is measured in centimeters squared, inches squared, yards squared, or units squared.
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- Question stem MUST be either "Which rectangles have the same perimeter but different areas?\nSelect TWO correct answers" or "Which rectangles have the same area but different perimeters?\nSelect TWO correct answers"
- Only 1 set of correct answers

Common Misconceptions:
* Students may confuse the formulas for area and perimeter, incorrectly applying the multiplication used for area to calculate the perimeter., Students might assume that increasing one side of a rectangle always results in a corresponding increase in both area and perimeter without considering the trade-off with the other side.
* Students may mix up how to calculate area versus perimeter.
* Students may thinkg that two rectangles that have the same perimeter, must have the same areas.
* Students might think that if two rectangles share the same area, their perimeters must be equal as well.

Difficulty Definitions:
* Easy:
  - N/A
* Medium:
  (Multiselect)
  - Identify a pair of rectangles that have the same perimeter but different areas;
  - Identify a pair of rectangles that have the same area but different perimeters.
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Perimeter Problems: Rectangles and Squares
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+6
Standard Description: Solve perimeter problems for squares and rectangles where students must infer equal opposite sides: only one side is given for a square, and only the length and width are given for a rectangle.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the perimeter of a rectangle given the length and width labeled.
* Calculate the perimeter of a square given one side length labeled.

Assessment Boundaries:
* Assessment is restricted to:
- Polygons must have whole-number side lengths; no fractions, decimals, or negative numbers are permitted.
- Perimeter problems are limited to squares and rectangles.
- The sides are less than 20 with at most, one side being double digits.
- Problems must require finding the perimeter by adding all side lengths
- Visuals (diagrams or labeled figures) may be included but are not required.
- No requirement to use or interpret exponential notation (e.g., cm²); “units” or “units long” is acceptable for perimeter.
- No requirement to solve for area in the same item; focus is solely on perimeter.
- No context or word problems 
- No use of variables or algebraic symbols; only numeric values and standard mathematical symbols are used.
- If the shape is a square, only one side length is provided. If the shape is a rectangle, both the length and width are provided (only two sides, not all four).
- If the shape is a square, the problem must state that it is a square so that the student knows they can assume all sides are equal.
- If the shape is a rectangle, the problem must state that it is a rectangle so that the student knows they can assume opposite sides are equal.
- Questions should use real world units (cm/yd/ft) instead of generic "units"

Common Misconceptions:
* Student accidentally double counts a side.
* Students accidentally leave out one of the sides.

Difficulty Definitions:
* Easy:
  - All sides are single digits
* Medium:
  - At least one side is two digits
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 11
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.3.MD.D
Cluster Name: Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
Lesson Name: Figures with the Same Area
Lesson Order: 94.0
Standard ID: CCSS.MATH.CONTENT.3.MD.D.8+7
Standard Description: Given multiple shapes, determine which shapes have the same area.

Key Concepts:
*None specified*

Learning Objectives:
* Choose two shapes with the same area.

Assessment Boundaries:
* Assessment is restricted to:
- Must use shapes made out of unit squares.
- Questions must ask students to "Select the two shapes that have the same area. The shapes are made of unit squares."

Common Misconceptions:
* Students calculate perimeter instead of area.
* Students miscount the number of units.

Difficulty Definitions:
* Easy:
  - Shapes are rectangular
  - Areas are up to 10 units
* Medium:
  - Shapes are not rectangular
  - Areas are up to 10 units
* Hard:
  - Shapes are not rectangular
  - Areas are between 10 and 20 units

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: Classifying Quadrilaterals
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.1+1
Standard Description: Identify quadrilaterals —including rhombuses, rectangles, squares, and parallelograms—by analyzing visible attributes such as number of sides, right angles, and equal-length sides.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which shape(s) is(are) a parallelogram.
* Identify which shape(s) is(are) a rectangles
* Identify which shape(s) is(are) a rectangles.
* Identify which shape(s) is(are) a rhombus.
* Identify which shape(s) is(are) a square.

Assessment Boundaries:
* Assessment is restricted to:
- Shapes are limited to two-dimensional figures, specifically quadrilaterals: rhombuses, rectangles, squares, parallelograms, and trapezoids. 
- Pictures of kites and trapezoids can be included but should only be referenced as quadrilaterals and not named.
- Only geometric attributes appropriate for grade 3 are assessed: number of sides, number of angles, presence of right angles, and whether sides are of equal length or are straight lines.
- Shapes may be presented in various orientations, but must remain recognizable and not be irregular or ambiguous.
- No three-dimensional shapes or polygons with more or fewer than four sides.
- No requirement to use or identify formal vocabulary for “perpendicular,” “congruent,” or “diagonal.”
- Visual models (drawings, tables, or diagrams) may be used, but must clearly display the relevant attributes for comparison or classification.
- No use of variables or algebraic symbols; only numeric values and shape names are used.
- No context in question stem

Common Misconceptions:
* Assuming every quadrilateral must fit one of the named subcategories, overlooking that some four-sided shapes have no right angles and no equal-length sides
* Labeling any four-sided figure with two pairs of equal-length opposite sides as a rectangle without verifying the presence of right angles
* Missing right angles when the shape is rotated, assuming they exist only when sides are horizontal and vertical
* Treating squares as unrelated to rectangles or rhombuses, instead of recognizing they belong to both larger groups

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  - Identify which shapes are ________.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: Sorting Quadrilaterals
Lesson Order: 101.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.1+2
Standard Description: Compare quadrilaterals to determine how shared attributes group them into larger or overlapping categories (e.g., explaining why every square is both a rectangle and a rhombus).

Key Concepts:
*None specified*

Learning Objectives:
* (e.g., “It is a parallelogram because it has 2 pairs of parallel sides,” “It is a rhombus because it has 4 equal sides,” “It is a rhombus because it does not have 4 equal sides,” or “It is not a parallelogram because it lacks 2 pairs of parallel sides.”)
* Given a diagram of a quadrilateral, select all the statements that accurately classifies the figure and explains why. (e.g., “It is a parallelogram because it has 2 pairs of parallel sides,” “It is a rhombus because it has 4 equal sides,” “It is not a rhombus because it does not have 4 equal sides,” or “It is not a parallelogram because it lacks 2 pairs of parallel sides.”)
* Pick all the names for a given shape (e.g. Pick all the names for a given shape. Rhombus, Square, Quadrilateral, Parallelogram, Rectangle)

Assessment Boundaries:
* Assessment is restricted to:
- Shapes are limited to two-dimensional figures - rhombuses, rectangles, squares, irregular quadrilaterals and parallelograms. 
- Only geometric attributes appropriate for grade 3 are assessed: number of sides, number of angles, presence of right angles, and whether sides are of equal length or are straight lines.
- Shapes may be presented in various orientations, but must remain recognizable and not ambiguous.
- No three-dimensional shapes or polygons with more or fewer than four sides.
- No requirement to use or identify formal vocabulary for “perpendicular,” “congruent,” or “diagonal.”
- Visual models (drawings, tables, or diagrams) may be used, but must clearly display the relevant attributes for comparison or classification.
- No use of variables or algebraic symbols; only numeric values and shape names are used.
- Side lengths must always be written with units
- Stimulus Variety and Definitions: Generated questions must exhibit variety in shape colors, side lengths (randomized integers from 1-25), and interior angles (randomized from 30-80° where applicable) across all difficulty levels. The term 'slanted' refers exclusively to a shape's overall rotation. Variations in a shape's internal angles do not constitute a 'slanted' shape.

Common Misconceptions:
* Assuming a parallelogram must have all four sides equal, therefore rejecting ordinary slanted rectangles as parallelograms
* Believing a trapezoid has two pairs of parallel sides (or is a parallelogram), so mis-labeling or over-labeling trapezoids
* Forgetting that every specific shape (square, rectangle, rhombus, etc.) is still a quadrilateral and omitting that broader category in multi-select tasks
* Thinking a square drawn on its point loses its right angles, so calling it “not a square or rectangle

Difficulty Definitions:
* Easy:
  - Given a diagram of a quadrilateral, select all the statements that accurately classifies the figure and explains why.
(e.g., “It is a parallelogram because it has 2 pairs of parallel sides,” “It is a rhombus because it has 4 equal sides,” “It is a rhombus because it does not have 4 equal sides,” or “It is not a parallelogram because it lacks 2 pairs of parallel sides.”)
  - Standard orientation
* Medium:
  - Given a shape, the student must select all applicable names from a list of names only and there shouldn't be any staement except the name in options (e.g. Pick all the names for a given shape. Rhombus, Square, Quadrilateral, Parallelogram, Rectangle)
  - Standard orientation
* Hard:
  - slanted orientation

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: Parallel Sides
Lesson Order: 96.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.1+3
Standard Description: Recognize and describe basic geometric features: edges, vertices, parallel sides, and right angles.

Key Concepts:
*None specified*

Learning Objectives:
* Determine how many pairs of parallel sides a quadrilateral has. (no pairs, 1 pair, 2 pairs)

Assessment Boundaries:
* Assessment is restricted to:
- Shapes are limited to two-dimensional figures
- No requirement to use or identify formal vocabulary for “perpendicular,” “congruent,” or “diagonal.”
- right angles must have right angle markings
- Right angles are defined as square corners and degrees are not discussed yet in third grade.
- Only refer to one shape at a time. Do not combine shapes.
- No use of || to indicate parallel sides
- There are always 0, 1 or 2 parallel sides.
- Questions should ask, "How many pairs of opposite sides are parallel?".
- Correct answer should never be 1. Should be 0 or 2.

Common Misconceptions:
* Assuming every quadrilateral must have either zero or two parallel pairs, so they misidentify trapezoids (one pair) and generic kites (zero pairs)
* Believing a right angle guarantees just one parallel pair (mistaking rectangles and squares for trapezoids)
* Double-counting one parallel pair by naming both directions (e.g., saying AB ∥ CD and CD ∥ AB are two separate pairs)
* Thinking equal-length sides automatically run parallel, so they assume any rhombus‐ or kite‐like shape has two parallel pairs

Difficulty Definitions:
* Easy:
  - Orientation is typical.
* Medium:
  - Orientation is slanted.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: Right Angles
Lesson Order: 97.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.1+4
Standard Description: Determine if an angle is greater than, equal to, or less than a right angle.

Key Concepts:
*None specified*

Learning Objectives:
* Determine how many right angles are in a given shape.
* Determine whether a given angle is greater than, equal to, or less than a right angle.
* Given a shape with an angle outlined, determine if the angle is greater than, equal to or less than a right angle.
* Identify which angle is a right angle.

Assessment Boundaries:
* Assessment is restricted to:
- Angles less than or equal to 180.
- DO NOT refer to angles as acute or obtuse.
- DO NOT explain the angles in terms of degrees. The stimulus can use a number measurement to draw the angle.
- Angles should not be described as "open wider" or "open less", just greater than or less than
- Must have 3 answer options
- Question stem CANNOT use "corner angle", instead ALWAYS use "right angle"
- Polygons only

Common Misconceptions:
* Double-counting or skipping corners when tallying right angles in composite figures (e.g., stair-step or plus shapes)
* Students confuse right angles for angles that are not right angles.

Difficulty Definitions:
* Easy:
  - N/A
* Medium:
  - Determine whether a given angle is greater than, equal to, or less than a right angle.
* Hard:
  - Given a shape with an angle outlined, determine if the angle is greater than, equal to or less than a right angle.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: Identifying Parallelograms
Lesson Order: 98.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.1+5
Standard Description: Identify parallelograms.

Key Concepts:
*None specified*

Learning Objectives:
* Answer the question, "Is this quadrilateral a parallelogram?" with Yes or No
* Select all of the parallelograms.

Assessment Boundaries:
* Assessment is restricted to:
- Images of quadrilaterals
- Side lengths are not labeled

Common Misconceptions:
* Accepting any quadrilateral with only one pair of parallel sides (e.g., a trapezoid) as a parallelogram
* Assuming a parallelogram must have four right angles, so slanted shapes are dismissed
* Believing equal‐length sides are required, so rejecting parallelograms that are not rhombuses or squares
* Treating rectangles, rhombuses, and squares as outside the category of parallelograms rather than as special cases within it

Difficulty Definitions:
* Easy:
  - Answer the question, "Is this quadrilateral a parallelogram?" with Yes or No
  - Standard orientation
* Medium:
  - Answer the question, "Is this quadrilateral a parallelogram?" with Yes or No
  - Slanted orientation
* Hard:
  - Select all of the parallelograms.
  - Orientation is may or may not be slanted/nonstandard

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: Identifying Rhombuses
Lesson Order: 99.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.1+6
Standard Description: Identify rhombuses.

Key Concepts:
*None specified*

Learning Objectives:
* Answer the question, "Is this quadrilateral a rhombus?" with Yes or No
* Select all of the rhombuses.

Assessment Boundaries:
* Assessment is restricted to:
- Images of quadrilaterals all with all side lengths labeled or identified as being the same.

Common Misconceptions:
* Assuming any quadrilateral with all sides equal is automatically a square
* Believing a shape must have four right angles to be a rhombus
* Relying on visual appearance instead of the congruent‐side markings, leading to missed rhombuses whose sides don’t “look” equal
* Treating rectangles and squares as separate from, rather than subsets of, the quadrilateral category

Difficulty Definitions:
* Easy:
  - Answer the question, "Is this quadrilateral a rhombus?" with Yes or No
  - Standard orientation
* Medium:
  - Answer the question, "Is this quadrilateral a rhombus?" with Yes or No
  - Slanted orientation
* Hard:
  - Select all of the rhombuses.
  - Orientation is may or may not be slanted/nonstandard

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 12
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.3.G.A
Cluster Name: Reason with shapes and their attributes.
Lesson Name: *None specified*
Lesson Order: 840.0
Standard ID: CCSS.MATH.CONTENT.3.G.A.2
Standard Description: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+2
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Relating Division to Equal Groups
Lesson Order: 6.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.1+6
Standard Description: Relate division to equal groups.

Key Concepts:
*None specified*

Learning Objectives:
* --The model has ___ dots divided into ____ groups of ___ dots.
* Given equal groups model, and the statment, "The model has ___ dots divided into __ equal group. How many dots are in each group?"
* Given equal groups model, and the statment, "The model has ___ dots divided into groups of  __ . How many equal groups are there?"
* Given equal groups model, fill in in the blank. The model has ___ dots divided into ___ equal groups.<br/>There are <blank> dots in each group.
* Given equal groups model, fill in in the blank. The model has ___ dots divided into groups of ____.<br/>There are <blank> equal groups.
* Given equal groups model, fill in the blank with two unknowns. The model has ___ dots divided into <blank-1> groups of <blank-2> dots.

Assessment Boundaries:
* Assessment is restricted to:
- Whole number dividends up to 100
- Single-digit divisors and quotients 
- Avoidance of abstract algebraic notation; use symbols (□, ?, __) for unknowns
- Problems with one unknown per equation (no multi-step operations)
- Exclusion of remainders, fractions, decimals, or mixed numbers
- All problems have an image of sets of equal groups.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Question stem MUST be either "The model has ___ dots divided into ___ equal groups.<br/>There are <blank> dots in each group." or "The model has ___ dots divided into groups of ____.<br/>There are <blank> equal groups." or "The model has ___ dots divided into <blank-1> groups of <blank-2> dots.".

Common Misconceptions:
* Assumes division is commutative like multiplication, believing 24 ÷ 6 and 6 ÷ 24 give the same answer
* Forms unequal groups or leaves extras without noticing that division into equal groups requires every group to match exactly
* Introduces remainders or fractional answers even when the context and numbers are set up for a whole-number quotient
* Swaps total and group size when reading a picture (e.g., sees 4 groups of 6 and writes 4 ÷ 6 instead of 24 ÷ 6)

Difficulty Definitions:
* Easy:
  - Given equal groups model, fill in in the blank. There are ___ dots in each group.
  - Given equal groups model, fill in in the blank. There are ___ equal groups.
* Medium:
  - Given equal groups model, fill in the blank with two unknowns. The model has ___ dots divided into ____ groups of ___ dots.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+2
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Divide by Counting Equal Groups or Arrays
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.2+1
Standard Description: Understand division as the process of sharing or grouping by solving division problems using counters, drawings, or arrays.

Key Concepts:
*None specified*

Learning Objectives:
* - Compute the whole-number quotient from a given division expression.
* - Interpret the meaning of the quotient as the number of equal groups or sets formed.
* Compute the whole-number quotient from a given division expression.
* Interpret the meaning of the quotient as the number of equal groups or sets formed in a given situation.
* Interpret the meaning of the quotient as the number of equal groups or sets formed.
* Write division sentences for arrays.

Assessment Boundaries:
*None specified*

Common Misconceptions:
* - Students confuse division as sharing (partitive) with division as grouping (quotitive), incorrectly interpreting 56 ÷ 8 as making 56 groups of 8 objects instead of finding how many objects are in each of 8 equal shares

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+2
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Writing Division Sentences for Arrays
Lesson Order: 8.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.2+2
Standard Description: Write a division equation that represents an array.

Key Concepts:
*None specified*

Learning Objectives:
* - Given visuals of equal arrays, identify the number of groups and number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷?=?")
* - Given visuals of equal arrays, identify the number of groups or number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷2=?" Question can ask about number of groups instead of objects as well.)
* Given visuals of arrays, a sentence stating how many dots are divided into how many in each row, and a statement about how many dots are in each row, fill in the solution to the division problem.
Example:
<<3 rows of 3 dots>>
There are 9 dots divided into 3 equal groups.
There are 3 rows of dots.
So, 9 ÷ 3 = ____.)
* Given visuals of arrays, a sentence stating how many dots are divided into how many rows, and a statement about how many dots are in each row, fill in the solution to the division problem.
Example:
<<3 rows of 3 dots>>
There are 9 dots divided into 3 equal rows.
There are 3 dots in each group.
So, 9 ÷ 3 = ____.)
* Given visuals of arrays, choose the division equation that matches the array.
* Given visuals of arrays, complete the division equation (e.g. Given an array of two rows of 4, the student should identify 8 ÷ 4 = ?, or 8 ÷ ? = 2 or ? ÷ 4 = 2.
* Given visuals of equal arrays, identify the number of groups and number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷?=?")
* Given visuals of equal arrays, identify the number of groups or number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷2=?" Question can ask about number of groups instead of objects as well.)

Assessment Boundaries:
* Assessment is restricted to:
- Whole number dividends up to 100
- Single-digit divisors and quotients 
- Avoidance of abstract algebraic notation; use symbols (□, ?, __) for unknowns
- Problems with one unknown per equation (no multi-step operations)
- Exclusion of remainders, fractions, decimals, or mixed numbers
- All problems have an image of an array.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Never ask the students to a select a statement that is already explicitly stated in the question.

Common Misconceptions:
* Students confuse the dividend and divisor when writing division equations from arrays, writing the number of items in each row as the dividend instead of the total number of items
* Students interpret division as repeated addition rather than equal grouping, leading them to add the number of rows and columns instead of dividing the total by one dimension
* Students mix up which dimension of the array (rows vs columns) should be used as the divisor, especially when the array can be interpreted in multiple ways
* Students write multiplication equations instead of division equations when looking at arrays, focusing on how the array was constructed rather than how it can be decomposed

Difficulty Definitions:
* Easy:
  - Fill in the Quotient.
  - No word problems.
* Medium:
  - Fill in Dividend or Divisor.
  - No word problems.
* Hard:
  - Word problem

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+2
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Writing Division Sentences for Groups
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.2+3
Standard Description: Write a division equation that represents an equal sets of objects.

Key Concepts:
*None specified*

Learning Objectives:
* Given visual of equal groups, a sentence stating how many dots are divided into how many groups. Fill in the blanks for how many dots are in each group and fill in the solution to the division problem. For example: There are 9 dots divided into 3 equal groups.
There are ____ dots in each group.
So, 9÷3= ____.
* Given visuals of equal groups, a sentence stating how many dots are divided into how many groups, and a statement about how many dots are in each group, fill in the solution to the division problem.
* Given visuals of equal groups, complete the division equation with one of the missing factors (e.g. Given an image of four grouped of 3 objects, the student should identify ? ÷ 4 = 3, or 12 ÷ ? = 3).
* Given visuals of equal groups, identify the number of groups or number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷2=?" Question can ask about number of groups instead of objects as well.)...
* Given visuals of equal groups, identify the number of groups or number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷?=?")

Assessment Boundaries:
* Assessment is restricted to:
- Whole number dividends up to 45
- Single-digit divisors and quotients 
- Avoidance of abstract algebraic notation; use symbols (□, ?, __) for unknowns
- Problems with one unknown per equation (no multi-step operations)
- Exclusion of remainders, fractions, decimals, or mixed numbers
- All problems have an image of sets of equal groups.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Never ask the students to a select a statement that is already explicitly stated in the question.
- When students have to provide the dividend, it should never be greater than 36.

Common Misconceptions:
* Students confuse the dividend and divisor, writing equations like 4 ÷ 24 = 6 instead of 24 ÷ 4 = 6 when they see 4 groups of 6 objects each
* Students interpret division problems as multiplication, writing 4 × 6 = 24 instead of 24 ÷ 4 = 6 when asked to represent equal groups with a division equation
* Students mix up "groups of" versus "objects in each group" interpretations, writing 24 ÷ 6 = 4 when the problem shows 4 groups of 6 objects and asks how many groups there are
* Students place the unknown in the wrong position in the division equation, writing 6 ÷ 24 = ___ instead of 24 ÷ ___ = 6 when solving for the missing divisor

Difficulty Definitions:
* Easy:
  - Fill in the quotient.
  - No word problems.
* Medium:
  - Given visuals of equal groups, identify the number of groups or number of items in each group and complete the related divison equation (e.g. Given an image of two groups of 4 objects, student should identify "8÷2=?" Question can ask about number of groups instead of objects as well.)
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+2
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Solving Division Problems
Lesson Order: 16.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.2+5
Standard Description: Solve real-world division problems.

Key Concepts:
*None specified*

Learning Objectives:
* Match a division sentence to a division word problem.
* Solve a division word problem.

Assessment Boundaries:
* Assessment is restricted to:
- Requires word problems.
- Whole number dividends up to 100
- Single-digit divisors and quotients
- Avoidance of abstract algebraic notation; use symbols (□, ?, __) for unknowns
- Problems with one unknown per equation (no multi-step operations)
- Exclusion of multiplicative comparison language (e.g., "times as many")
- Exclusion of remainders, fractions, decimals, or mixed numbers
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- One step problems only
- Numbers should not be spelled out in word problems (e.g use 24, not twenty-four)

Common Misconceptions:
* Students confuse which number is the dividend and which is the divisor, writing 6 ÷ 24 = 4 instead of 24 ÷ 6 = 4 when 24 objects are divided into 6 equal groups
* Students focus only on the numbers mentioned in the problem without considering what the question is actually asking for, leading to incorrect division sentence construction
* Students mix up "groups of" versus "objects per group" interpretations, incorrectly identifying whether the divisor represents the number of groups or the size of each group
* Students reverse the quotient and divisor in their division sentence, writing 35 ÷ 5 = 7 instead of 35 ÷ 7 = 5 when the problem states 7 objects per group

Difficulty Definitions:
* Easy:
  - Match a division sentence to a division word problem.
* Medium:
  - Solve a division word problem.
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Writing Multiplication and Division Sentences for Arrays
Lesson Order: 9.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.2+4
Standard Description: Write a multiplication or division equation to represent an array.

Key Concepts:
*None specified*

Learning Objectives:
* Given visuals of arrays, complete the division equation (e.g. Given an array of two rows of 4, the student should identify 8 ÷ 4 = ?, or 8 ÷ ? = 2 or ? ÷ 4 = 2.
* Given visuals of arrays, complete the multiplication equation (e.g. Given an array of two rows of 4, the student should identify ? x 4 = 8, or 2 x ? = 8, or 2 x 4 = ?).
* Given visuals of arrays, complete the multuiplication equation (e.g. Given an array of two rows of 4, the student should identify ? x 4 = 8, or 2 x ? = 8, or 2 x 4 = ?)
* Given visuals of arrays, find all the components of the division equation (e.g. Given an array of two rows of 4, the student should identify ? ÷ ? = ?)
* Given visuals of arrays, find all the components of the multiplication equation (e.g. Given an array of two rows of 4, the student should identify ? x ? = ? )
* Given visuals of arrays, select the multiplication and division equations that match the array.

Assessment Boundaries:
* Assessment is restricted to:
- Single-digit multipliers and multiplicands (up to 10 × 10)
- Exclusion of fractions, decimals, mixed numbers, and non-equal groupings"
- Whole number dividends up to 100
- Single-digit divisors and quotients 
- Avoidance of abstract algebraic notation; use symbols (□, ?, __) for unknowns
- All problems have an image of an array.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Use consistent language in questions like “Complete the multiplication sentence that describes the array,” or “Complete the division sentence that describes the array.” The words "product" and "quotient" should not be used in the question stem.

Common Misconceptions:
* Students confuse rows and columns when writing equations, such as writing 4 × 3 = 12 for an array with 3 rows and 4 columns instead of 3 × 4 = 12
* Students count individual objects to find totals instead of using the array structure to write multiplication equations, missing the purpose of representing repeated addition as multiplication
* Students incorrectly place the dividend, divisor, and quotient when writing division equations from arrays, such as writing 3 ÷ 12 = 4 instead of 12 ÷ 3 = 4
* Students struggle to connect that division and multiplication represent the same array relationship, not recognizing that 3 × 4 = 12 and 12 ÷ 3 = 4 describe the same visual arrangement

Difficulty Definitions:
* Easy:
  The product or quotient must be found with factors up to 5
* Medium:
  The product or quotient must be found.
* Hard:
  Find all the components of the division equation or multiplication equation (the student should identify ? x ? = ? or ? ÷ ? = ?)

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6
Standard Description: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Relate Multiplication with Division Using Arrays
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+1
Standard Description: Understand division as an unknown-factor problem using arrays.

Key Concepts:
*None specified*

Learning Objectives:
* Given an array and a multiplication fact that represents it, complete the dividend of a related division fact.
* Given an array and a multiplication fact that represents it, complete the divisor of a related division fact.
* Given an array and a multiplication fact that represents it, complete the multiplication and division equation, with both equations having some or all unknowns(what is unknown is chosen randomly but atleast one or more should be unknown in both division and multiplication equation.). For example: 3 x _ = _, _ ÷ 3 = _ or _ x _ = _, _ ÷ _ = _
* Given an array and a multiplication fact that represents it, complete the quotient of a related division fact.
* Given an array(in stimulus) and a multiplication fact(should be present in the question stem) that represents it, complete the quotient and either both or one of the dividend or divisor(choose randomly) of a related division fact. For example: 3 x 4 = 12, 12 ÷ _ = _ or 3 x 4 = 12, _ ÷ 3 = _ or 3 x 4 = 12, _ ÷ _ = _.
* Given an array, select all of the number sentences that represent it (mutliplication AND division).

Assessment Boundaries:
* Assessment is restricted to:
- Whole number dividends up to 100 and only involves multiplication facts up to 10.
- No real world problems.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.

Common Misconceptions:
* Students confuse the dividend and divisor in division equations, writing 12 ÷ 4 = 3 as 4 ÷ 12 = 3 when looking at arrays
* Students incorrectly identify which dimension of an array corresponds to which number in the division equation, mixing up rows and columns when writing number sentences
* Students select incorrect division facts that don't match the array dimensions, choosing equations where the quotient or divisor doesn't correspond to the actual array structure
* Students think division and multiplication are unrelated operations rather than understanding that division finds the missing factor in a multiplication equation

Difficulty Definitions:
* Easy:
  - Given an array and a multiplication fact that represents it, complete the quotient of a related division fact.
* Medium:
  - Given an array and a multiplication fact that represents it, complete the divisor of a related division fact.
  - Given an array and a multiplication fact that represents it, complete the dividend of a related division fact
* Hard:
  .
  - Given an array, select all of the number sentences that represent it.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Find the Missing Factors up to Ten
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+2
Standard Description: Find a missing factor for a multiplication fact.

Key Concepts:
*None specified*

Learning Objectives:
* Fill in the missing number in the phrase ___ groups of ___ equals ___, with two of those numbers give. For example, "4 groups of ___ equal 40."
* For multiplication facts up to ten, find a missing factor.

Assessment Boundaries:
* Assessment is restricted to:
- Single-digit unknown factors in a multiplication equation (1–10)
- No real-world problems.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Question stem should ONLY be either multiplication expression (e.g.\"7  x ___ = 21\") or "Fill in the missing number in the phrase ___ groups of ___ equals ___"

Common Misconceptions:
* Treats × as + and solves with addition

Difficulty Definitions:
* Easy:
  - Fill in the missing number in the phrase ___ groups of ___ equals ___, with two of those numbers give. For example, "4 groups of ___ equal 40."
* Medium:
  - For multiplication facts up to ten, find a missing factor given a multiplication expression. For example, "7  x ___ = 21"
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Division Facts
Lesson Order: 14.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+3
Standard Description: Solve division facts.

Key Concepts:
*None specified*

Learning Objectives:
* Solve division facts.

Assessment Boundaries:
* Assessment is restricted to:
- Only division facts for 2, 3, 4, 5, and 10.
- The quotient should be less than or equal to 10.
- No real world problems.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.

Common Misconceptions:
* Students believe division always makes numbers smaller, leading to errors with problems like 8 ÷ 1 = 8 where they expect the answer to be less than 8
* Students confuse division with subtraction, repeatedly subtracting the divisor from the dividend instead of understanding division as finding how many groups or finding an unknown factor
* Students fail to connect division to multiplication facts, not recognizing that 24 ÷ 6 means "what number times 6 equals 24" and instead try to use inefficient counting strategies
* Students reverse the dividend and divisor, calculating 8 ÷ 32 instead of 32 ÷ 8, not understanding which number gets divided by which

Difficulty Definitions:
* Easy:
  - All questions are the same level.
* Medium:
  NA
* Hard:
  NA

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Relate Multiplication with Division
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+4
Standard Description: Relate multiplication and division facts.

Key Concepts:
*None specified*

Learning Objectives:
* Complete a multiplication equation and use that complete a division fact. (Eg - Complete the multiplication equation. 10×?=20. Now, use the multiplication equation to divide. 20÷10=?)
* Given a division equation with an unknown, complete the related mutliplication equation (e.g. Complete the related multiplication equation that can be used to find 40 ÷ 5 = ___ . 5 x ___ = 40 ).
* Given a division expression, complete the related multiplication equation (e.g. Complete the related multiplication equation that can be used to find 40 ÷ 5. 5 × ___ = 40).
* Given a division expression, complete the related mutliplication equation (e.g. Complete the related multiplication equation that can be used to find 40 ÷ 5 = ___ . 5 × ___ = 40).
* Given a division expression, identify a multiplication fact that can be used to find the answer. (e.g. Which multiplication equation can you use to find 15 ÷ 3 = ___ ?
   - A) 3 × 5 = 15
   - B) 15 × 3 = 45
   - C) 5 × 3 = 15
   - D) 3 × 15 = 45)
* Given a division expression, identify a multiplication fact that can be used to find the answer. (e.g. Which multiplication equation can you use to find 20÷2?)

Assessment Boundaries:
* Assessment is restricted to:
- Only divisors of 2 3, 4, 5, and 10.
- The quotient should be less than or equal to 10.
- No real world problems.
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.

Common Misconceptions:
* Writes the related multiplication with the dividend as a factor instead of as the product (e.g., 24 × 3 = ? for 24 ÷ 3).

Difficulty Definitions:
* Easy:
  - Given a division equation, identify a multiplication fact that can be used to find the answer. (e.g. Which multiplication equation can you use to find 20÷2?)
* Medium:
  - Given a division equation, complete the related mutliplication equation (e.g. Complete the related multiplication equation that can be used to find 40 ÷ 5.
 5 × ___ = 40).
* Hard:
  - Complete a multiplication equation and use that complete a division fact. (Eg - Complete the multiplication equation. 10×?=20. Now, use the multiplication equation to divide. 20÷10=?)

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 2
Unit Name: Division
Cluster ID: CCSS.MATH.CONTENT.3.OA.B
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Find the Missing Factor (2-5, 10)
Lesson Order: 11.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+5
Standard Description: Solve for the missing number in a multiplication context (e.g., "2 groups of ____ equal 4, or ___ x 5 = 15").

Key Concepts:
*None specified*

Learning Objectives:
* Solve for the missing number in a multiplication context where the missing number is the first factor (e.g. ___ groups of 3 equal 12)
* Solve for the missing number in a multiplication context where the missing number is the second factor (e.g. 2 groups of ____ equal 12)
* Solve for the missing number in a multiplication number sentence for the first factor (e.g.  ___ x 5 = 15).
* Solve for the missing number in a multiplication number sentence for the second factor (e.g.  3 x ___ = 15).

Assessment Boundaries:
* Assessment is restricted to:
- Only use factors 2-5 and 10
- Context but no word problems
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.

Common Misconceptions:
* Students apply addition or subtraction strategies instead of multiplicative thinking, such as adding the known factor to itself repeatedly or subtracting the known factor from the product
* Students confuse multiplication and division operations, attempting to divide the given product by the known factor instead of recognizing that finding a missing factor requires thinking about what number multiplied by the known factor equals the product
* Students misinterpret the grouping language and focus on the total number of items rather than understanding that "groups of" indicates the size of each group, leading them to provide the total instead of the factor
* Students struggle to connect the relationship between multiplication and division, failing to recognize that finding a missing factor in a multiplication problem is the same as solving a division problem

Difficulty Definitions:
* Easy:
  - Solve for the missing number in a multiplication context.
* Medium:
  - Solve for the missing number in a multiplication number sentence.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 3
Unit Name: Properties
Cluster ID: CCSS.MATH.CONTENT.3.OA.B+1
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Commutative Property of Multiplication
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.5+1
Standard Description: Apply the commutative property of multiplication as a strategy to multiply whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* - Validate multiplication equations by demonstrating the use of the commutative property.
* Explain why switching the order of factors does not change the product.
* Fill in the blank to show the commutitive property (e.g. 10 x 4 = ___ x 10)
* Identify equivalent multiplication expressions using the commutative property.
* Rearrange factors in a multiplication problem to simplify calculation.
* Solve whole number multiplication problems by applying the commutative property.

Assessment Boundaries:
* Assessment is restricted to:
- Whole number factors only (no fractions, decimals, or negative numbers).
- Factors and products must be within the range of 0–10 for each factor.
- Products must not exceed 100.
- Equations and expressions should involve no more than two factors (e.g., 3 × 5, not 3 × 5 × 2 for this substandard; associative and distributive properties are addressed in other substandards).
- Contexts and representations may include objects, pictures, words, and symbols
- Problems may require students to identify, create, or explain equivalent multiplication expressions by switching the order of factors (e.g., 4 × 7 = 7 × 4).
- No abstract variables (e.g., n, x); use symbols such as □, ?, or __ for unknowns if needed.
- Division is not assessed under this substandard (commutative property does not apply to division).
- Exclude multi-step problems or problems that require applying more than one property at once (focus is solely on the commutative property for this substandard).
- Contexts are allowed but should be simple and clearly illustrate the commutative property (e.g., "3 bags of 5 apples is the same as 5 bags of 3 apples")
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Cannot combine properties. Commutitive property ONLY.

Common Misconceptions:
* Believing reversing the order of the factors changes the product (e.g., thinking 7 × 3 ≠ 3 × 7)

Difficulty Definitions:
* Easy:
  - Identify equivalent multiplication expressions using the commutative property.
* Medium:
  - Fill in the blank to show the commutitive property (e.g. 10 x 4 = ___ x 10)
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 3
Unit Name: Properties
Cluster ID: CCSS.MATH.CONTENT.3.OA.B+1
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Associative Property of Multiplication
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.5+2
Standard Description: Apply the associative property of multiplication as a strategy to multiply whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate that the product remains the same when factors are regrouped using the associative property. (e,g, Which two equations have the same value?
* Given an expression, rearrange factors in a multiplication expression using the associative property to find an equivalent expression (e.g. Which expression is equal to 2 x (3 x 4)?
* Solve word problems by strategically grouping factors and applying the associative property.
* Use associative property and find the missing number (e.g. Find the missing number: (? × 3) × 4 = 6 × (3 × 4))

Assessment Boundaries:
* Assessment is restricted to:
- Whole number factors only (no fractions, decimals, or negative numbers).
- All factors must be single-digit numbers (1–10).
- Products must not exceed 100.
- Expressions must include exactly three factors (e.g., 3 × 5 × 2), as the associative property involves regrouping three numbers.
- Grouping of factors may be shown with or without parentheses, but parentheses should only be used to indicate grouping, not to introduce order of operations beyond multiplication.
- No division, subtraction, or addition within the expressions—multiplication only.
- No use of variables (e.g., n, x); symbols such as □, ?, or __ may be used for unknowns if needed.
- Contexts and representations (objects, pictures, words, or symbols) are allowed but should remain simple and directly illustrate the associative property.
- Multi-step problems that require applying more than one property at once are excluded (focus solely on the associative property for this substandard)
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Cannot combine properties. Associative property ONLY.

Common Misconceptions:
* Some students might confuse the associative property with the commutative property, thinking it means rearranging numbers rather than regrouping them.
* Students may assume that changing the parentheses changes the value.
* Stuednts may think the associative property can be applied to subtraction or division, not understanding it is specific to addition and multiplication.

Difficulty Definitions:
* Easy:
  - Rearrange factors in a multiplication expression using the associative property (e.g. Which expression is equal to 2 x (3 x 4)?
* Medium:
  - Use associative property and find the missing number (e.g. Find the missing number: (? × 3) × 4 = 6 × (3 × 4))
* Hard:
  - Demonstrate that the product remains the same when factors are regrouped using the associative property. (e,g, Which two equations have the same value?
A) (2 × 3) × 4 and 2 × (3 × 4) 
B) (4 × 2) × 5 and 3 × (2 × 5)
C) (3 × 4) × 2 and (5 × 2) × 4
D) 6 × (2 × 3) and (2 × 3) × 5
)

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 3
Unit Name: Properties
Cluster ID: CCSS.MATH.CONTENT.3.OA.B+1
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Distributive Property
Lesson Order: 19.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.5+3
Standard Description: Apply the distributive property as a strategy to multiply and divide whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which equations correctly use the distributive property. (e.g. Which equation correctly uses the distributive property?)
* Select the single multiplication expression that is equal to a given sum of two products. ("Which of the following is equal to (4 × 5) + (4 × 2)?")
* Use the distributive property of multiplication to find the missing number. (e.g. 4 x 6 = (4 x 5) + (4 x ___)
* Use the distributive property to solve a multiplication problem by treating a larger number as the sum of two smaller ones. Use the same phrase in the example, just change the numbers "Multiply: 5×3=?, 5×2=?, Now multiply the following, using your answers from above and the distributive property of multiplication: 5×5=?"
* Use visual models, such as arrays or area models, to illustrate the use of the distributive property in multiplication problems. (Stimulus necessary)

Assessment Boundaries:
* Assessment is restricted to:
- Whole number factors, addends, products, dividends, and quotients only (no fractions, decimals, or negative numbers).
- All factors, addends, divisors, and quotients must be single-digit numbers (1–10).
- Products and dividends must not exceed 100.
- Limited to 2 addends
- Decomposition of a factor is limited to sums of whole numbers within 10 (e.g., 7 can be decomposed as 5 + 2, not 4 + 3 + 0).
- Distributive property must be applied to multiplication and division expressions within 100.
- Expressions should involve distributing a factor across a sum of two addends only (e.g., a × (b + c)), not more than two addends.
- Parentheses may be used to indicate grouping, but not to introduce order of operations beyond multiplication and addition within the distributive property context.
- No use of variables (e.g., n, x); use symbols such as □, ?, or __ for unknowns if needed.
- Contexts and representations (objects, pictures, words, or symbols) are allowed but should remain simple and directly illustrate the distributive property.
- Exclude multi-step problems or problems that require applying more than one property at once (focus solely on the distributive property for this substandard
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- Cannot combine properties. Distributive property ONLY.

Common Misconceptions:
* Students may distribute the factor to only one addend, e.g., 6 × (4 + 3) → (6 × 4) + 3, dropping the second product
* Students may rewrite a × (b + c) as a × b × c, multiplying all three numbers instead of forming a sum of two products

Difficulty Definitions:
* Easy:
  - Use the distributive property to solve a multiplication problem by treating a larger number as the sum of two smaller ones. Use the same phrase in the example, just change the numbers "Multiply: 5×3=?, 5×2=?, Now multiply the following, using your answers from above and the distributive property of multiplication: 5×5=?"
* Medium:
  - Identify which equations correctly use the distributive property. (e.g. Which equation correctly uses the distributive property?) (OR)
  - Select the single multiplication expression that is equal to a given sum of two products. (""Which of the following is equal to (4 × 5) + (4 × 2)?"")
* Hard:
  - Use the distributive property of multiplication to find the missing number. (e.g. 4 x 6 = (4 x 5) + (4 x ___)"

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 3
Unit Name: Properties
Cluster ID: CCSS.MATH.CONTENT.3.OA.B+1
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Properties of Multiplication
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.5+4
Standard Description: Identify the properties of multiplication.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.3
Standard Description: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., \(9 \times 80\), \(5 \times 60\)) using strategies based on place value and properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiples of 10
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.3+1
Standard Description: Use place value understanding and operation properties to multiply single-digit numbers by 10 through 90 in multiples of 10.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the product of a single-digit whole number and a multiple of ten.
* Use place value to find the product. Fill in the answer. 
The question stem should always be like 
multiplication expression 
= breaking one factor into factor of 10 
= writing whole expression as factor of 10 
= <blank>. 

For example : 
20×2
= 2 tens × 2
= 4 tens 
= ?

Assessment Boundaries:
* Assessment is restricted to:
- Products must not exceed 810 (the largest product is 9 × 90).
- Single-digit whole number factors only (1–9).
- Multiples of ten are limited to 10, 20, 30, 40, 50, 60, 70, 80, and 90.
- Only whole numbers are used; exclude fractions, decimals, and negative numbers.
- Multiplication only (no division, addition, or subtraction in the same item).
- No word problems
- Visual models (base ten blocks, diagrams, hundreds charts) are permitted but not required.
- No use of variables (e.g., n, x); symbols such as □, ?, or __ may be used for unknowns if needed.
- No multi-step problems; each item should require only a single multiplication operation.
- Exclude exponential notation (e.g., 2 × 10¹).
- Exclude rounding.
- Multiply a single-digit number by a multiple of 10 by recognizing groups of tens (e.g., 4 × 30 as 4 groups of 30).  
- For vertical multiplication problems, write the multiple of ten first (e.g. 40 x 5)

Common Misconceptions:
* Find the correct single-digit product but then omit the zero in the final answer (8 × 90 recorded as 72)
* Multiply the single digits only (4 × 30 computed as 4 × 3 = 12) and ignore the place-value zero
* Treat the operation as addition when a multiple of ten is present (5 × 60 mistaken as 5 + 60 = 65)
* “Just stick on one zero” to the one-digit factor (7 × 20 written as 70) without first multiplying the tens digit

Difficulty Definitions:
* Easy:
  Use place value to find the product. Fill in the answer.
Example:
20×2
= 2 tens × 2
= 4 tens
= ?
* Medium:
  Compute the product of a single-digit whole number and a multiple of ten in vertical format
* Hard:
  Compute the product of a single-digit whole number and a multiple of ten in horizontal format

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+1
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Multiplication and Division Word Problems
Lesson Order: 21.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.3+1
Standard Description: Use multiplication and division within 100 to solve word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem that requires a division fact within the ten times table.
* Solve a word problem that requires a multiplication fact within the ten times table.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; 
- Multiplication and division facts limited to factors, divisors, and quotients less than or equal to 10 (i.e., within the 10×10 multiplication table).
- Word problems must involve one-step operations only, using multiplication or division within 100.
- Situations involve equal groups, arrays, or measurement quantities.
- Always use a symbol (e.g., □, ?, __) to represent exactly one unknown number in the equation.
- Writing equations is not necessary.
- Exclude use of variables such as letters (e.g., n, x); only symbols for unknowns are allowed.
- Contexts must be clearly stated and straightforward; no multiplicative comparison language (e.g., “times as many”).
- Problems should be solvable using basic multiplication and division facts without requiring multi-step reasoning.
- Do not start the problem with a number or symbol.

Common Misconceptions:
* Choosing multiplication when the context describes sharing equally (division), or dividing when it actually describes combining equal groups (multiplication)
* Introducing extra steps or numbers beyond the 10 × 10 facts (e.g., regrouping into larger multiples), ignoring the one-step, within-100 limit
* Representing the unknown with a letter or adding multiple blanks instead of the single □ required by the task
* Reversing “number of groups” and “items in each group,” yielding the right operation but the wrong numerical setup and answer

Difficulty Definitions:
* Easy:
  - Only 2, 3, 4, 5, 10 are used as divisors
* Medium:
  - At least one step uses 6, 7, 8 and 9 as divisors
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+1
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Two-Step Multiplication Problems
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.3+2
Standard Description: Solve word problems involving two step multiplication.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.A+1
Cluster Name: Represent and solve problems involving multiplication and division.
Lesson Name: Two-Step Division Problems
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.3.OA.A.3+3
Standard Description: Solve word problems involving two step division.

Key Concepts:
*None specified*

Learning Objectives:
* Compare different multiplication strategies for effectively solving word problems involving measurement quantities within 100.
* Develop a strategy for solving measurement-related word problems that involve multiplication within 100.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Multiples of 10
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.3+1
Standard Description: Use place value understanding and operation properties to multiply single-digit numbers by 10 through 90 in multiples of 10.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Modeling Two-Step Word Problems with Equations
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+1
Standard Description: Represent two-step word problems using equations with a letter standing for the unknown number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Solving Two-Step Word Problems with Mixed Operations
Lesson Order: 24.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+2
Standard Description: Solve two-step word problems involving any combination of the four operations.

Key Concepts:
*None specified*

Learning Objectives:
* Apply addition, subtraction, multiplication, and division in sequence to solve two step real-world problems.
* Describe how rounding specific numbers in a two-step word problem can aid in assessing the solution’s reasonableness.
* Employ various estimation strategies to evaluate the possible range of answers for a two-step word problem and compare them with the given solution.

Assessment Boundaries:
* Assessment is restricted to:
- Exactly two operations per problem (two steps only)
- Only addition, subtraction, multiplication, and division
- Whole numbers only; no negatives, fractions, or decimals
- Addition/subtraction operands and results ≤ 1 000
- Multiplication/division factors, divisors, and quotients between 1–10; products and dividends ≤ 100
- "x" should never be used as the variable.
- No multiplicative-comparison phrasing (e.g., “times as many”)
- No exponents, powers, or other advanced operations
- No remainders. When division is used it must be divided evenly.

Common Misconceptions:
* Students attempt to solve both steps simultaneously in one equation rather than recognizing that two-step problems require completing one operation before using that result in the second operation
* Students fail to check if their final answer makes sense in the context of the original problem, accepting unreasonable results without using estimation or mental math to verify
* Students perform operations in the order they appear in the word problem rather than following the logical sequence of steps needed to solve the problem
* Students write equations that don't accurately represent the problem structure, such as mixing up which quantity should be the unknown variable or incorrectly placing operations

Difficulty Definitions:
* Easy:
  – Two-step problems with numbers under 10 and no regrouping (both operations straightforward).
* Medium:
  – Two-step problems with at least one number two digits up to 20; regrouping across tens required; all information is direct.
* Hard:
  – Two-step problems where students must interpret the situation before solving. This can mean:

Using a hidden multiplier/divisor from context (4 leaves per clover, 7 days per week, etc.
Interpreting relational wording (7 fewer than, left over after).

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Two-Step Multiplication and Division Word Problems
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+5
Standard Description: Solve two-step word problems involving multiplication and division.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem that involves division and then multiplication.
* Solve a word problem that involves muliplication and then division.

Assessment Boundaries:
* Assessment is restricted to:
- No step can require facts beyond 10 x 10.

Common Misconceptions:
* Accepting an unreasonable final answer (such as fractional crayons per table) because they skip quick estimation or mental-math checks
* Choosing multiplication when the context calls for division (or vice versa) by keying in on clue words without analyzing the quantitative relationship
* Reversing the two steps—e.g., dividing first in a “Multiply → Divide” problem—because they follow the written order of numbers instead of the situation described
* Using the original given numbers in the second step instead of the result from the first step, leading to answers that are off by a factor of the first operation

Difficulty Definitions:
* Easy:
  - Only 2, 3, 4, 5, 10 are used as divisors
* Medium:
  - At least one step uses 6, 7, 8 and 9 as divisors
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Identifying Reasonable Answers
Lesson Order: 25.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+6
Standard Description: Judge whether a given estimate in a two-step word problem (addition, subtraction, multiplication, or division) is reasonable, too high, or too low with reasoning.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate whether an estimate in a two-step word problem (using addition, subtraction, multiplication, and/or division) is reasonable, too high, or too low.

Assessment Boundaries:
* Assessment is restricted to:
- Facts limited to the 1 × 1 through 10 × 10 tables quotients ≤ 100.
- Addition and subtraction involving number <= 100.
- If the correct answer is “reasonable”, then the estimate must differ from the exact value by strictly no more than ±3.
- Differences between estimate and exact value must never be in the range of ±4–15 — they are outside the assessable range and are neither reasonable nor too high/low.
- If the correct answer is “too low”, then the estimate must differ by at least 20 less than the exact value.
- If the correct answer is “too high”, then the estimate must differ by at least 20 more than the exact value.
- When problems involve addition or subtraction of numbers, they need to be rounded to nearest ten first before adding or subtracting
- question stem must end with the sentence - "Is this estimate reasonable, too high, or too low?"
- When problem involve multiplication, they need to be multipled first then rounded to nearest ten.
- Problems involving division must have divisor as 2,3, 5 or 10 and dividend must be multiple of 10 (since the dividend will most likely be a result of adding / subtracting two rounded numbers)
- Question stem must always end with the sentence "Is this estimate reasonable, too high, or too low?".
- Question stem must be clear on what is/was estimated and must always include a person (noun) who does the estimate. Do not use sentences like "The estimate is 60 candies" or "They estimate about 90 eggs." Use sentences like "The store owner estimates that there are 60 candies in total" or "Kevin estimates that there are about 90 eggs remaining." etc. Never use "they". Use the phrase "in total" whenever you want to talk about estimate of total. Do not just use phrase like "... and estimates 50 bracelets". it should be "... and estimates 50 bracelets in total". Similarly use these helper phrases at the end of estimate sentences to avoid ambiguity.
- The 3 answer options should always be A. Reasonable B. Too high C. Too Low
- correct answer should never be "Reasonable" or "Too high". It should always be "Too low".
- Example questions for different types of 2 step word problems is as follows. (Note: these are just example questions for your reference)
    - multiply, then subtract
          - Mrs. Acosta got some medicine from her doctor. She has to take 4 pills a day for 7 days. She has already taken the first 9 pills.
She estimates she has about 20 pills left. Is this estimate reasonable, too high, or too low?
          - Lara mowed 7 lawns and earned $7 for each one. She also made $22 walking the neighbor's dog a few times.
Lara estimates she made about $30 more from mowing lawns than from walking the dog. Is this estimate reasonable, too high, or too low?
    - multiply, then add
          - At a toy store, there are 53 toy trucks on the shelves. There are also 4 large boxes of trucks stored in the back. Each of those boxes has 8 trucks inside. The store owner estimates there are about 80 trucks in total. Is this estimate reasonable, too high, or too low?
    - add, then subtract
          - Reggie is playing a game with his stepmom. She starts with 99 points. She wins 9 points by slaying a dragon. Then she spends 32 points to escape an evil wizard. Reggie estimates she has around 60 points now. Is this estimate reasonable, too high, or too low?
    - subtract, then divide
          - Malia is saving up for a $59 robot-building kit. She already has $11 saved. She can also make $10 an hour by babysitting her cousins.
To get the kit, she estimates that she will have to babysit for about 5 hours. Is this estimate reasonable, too high, or too low?
    - add, then divide
          - Emily had a bag of 82 beads, and she found 19 more beads in her art bin. She wants to take all those beads and make 10 necklaces for friends. She estimates each necklace can use about 28 beads. Is this estimate reasonable, too high, or too low?
    - subtract, subtract, subtract
          - Maria won 102 tickets at the fair. She turned some in for prizes. She got a ring for 8 tickets, stickers for 11 tickets, and a toy car for 19 tickets.
Maria estimates that she should have 40 tickets left. Is this estimate reasonable, too high, or too low?
    - add, add, add
          - Ted and his mom made money from recycling. They made $42 on cans, $19 on glass bottles, and $32 on plastic bottles.
Ted estimates that they made around $140. Is this estimate reasonable, too high, or too low?
          - Mrs. Austin is looking at her family's monthly spending. On average, they spend $82 on gas, $171 on electricity, and $40 on water. She estimates those bills total $290 a month. Is this estimate reasonable, too high, or too low?

Common Misconceptions:
* Students calculate the exact answer instead of using estimation strategies like rounding to evaluate whether the given estimate is reasonable
* Students compare their exact calculated answer to the estimate using strict equality rather than determining if the estimate falls within a reasonable range
* Students confuse the order of operations in two-step problems, performing addition or subtraction before multiplication or division when not appropriate
* Students fail to identify which operation to perform first in the two-step sequence, leading to incorrect calculations that affect their reasonableness judgment

Difficulty Definitions:
* Easy:
  - The numbers are single or double digits
  - All intermediate quantities stay ≤ 99.
  - No totals or subtotals exceed two digits.
* Medium:
  - all numbers are two digits or at least one of the numbers is three digits 
  - or a computation produces a three-digit subtotal or total.
* Hard:
  -N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Modeling One-Step Word Problems with Equations
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+7
Standard Description: Represent one-step word problems using equations with a letter standing for the unknown number.

Key Concepts:
*None specified*

Learning Objectives:
* Represent one-step addition word problems using equations with a letter standing for the unknown number.
* Represent one-step division word problems using equations with a letter standing for the unknown number.
* Represent one-step multiiplication word problems using equations with a letter standing for the unknown number.
* Represent one-step subtraction word problems using equations with a letter standing for the unknown number.

Assessment Boundaries:
* Assessment is restricted to:
- operations include single step addition, subtraction, multiplication and division (without remainders)
- Whole numbers only; all numbers (factors, products, dividends, quotients) must be whole numbers within 1 to 100.
- Multiplication and division facts limited to factors, divisors, and quotients less than or equal to 10 (i.e., within the 10×10 multiplication table).
- Word problems must involve one-step operations only, using multiplication or division within 100.
- Situations involve equal groups, arrays, or measurement quantities.
- Contexts must be clearly stated and straightforward; no multiplicative comparison language (e.g., “times as many”).
- Problems should be solvable using basic multiplication and division facts without requiring multi-step reasoning.
- No step can require facts beyond 10 x 10.
- The problem has to have a sentence that explains what letter the variable is and what it represents. For example, "Pablo has 12 freshwater fish in one tank. He also has 4 saltwater fish in another tank.
The letter f stands for the total number of fish. Which equation can you use to find f?" And such a letter should always be in lowercase
- Letter in equation should ALWAYS match the first letter of the object it represents.

Common Misconceptions:
* Insert the unit word or a digit placeholder (e.g., 45 ÷ pencils = 5 or 45 ÷ 10 = 5) instead of using a single, unit-less symbol for the unknown
* Swap multiplication and division because both mention “equal groups,” choosing 6 × 8 instead of 48 ÷ 6 when groups and total are confused
* Treat the unknown symbol as one of the known numbers, e.g., copying 7 × 5 = 35 into 7 × 5 = □ rather than 7 × □ = 35 when a factor is missing
* Write the equation in the same order as the story text, so for “68 balloons were left after giving away 23” they record 68 − 23 = a instead of a − 23 = 68

Difficulty Definitions:
* Easy:
  - The variable is in the answer
* Medium:
  - The variable is part of the problem, not the answer (e.g., 7 + x = 12).
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Patterns in Sequences
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+2
Standard Description: Explain patterns in an arithmetic pattern.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze arithmetic patterns and demonstrate understanding of how they relate to number properties like even and odd identification.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D.8-Staging
Cluster Name: The student applies mathematical process standards to represent and explain fractional units.
Lesson Name: One Step Word Problems
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+8_S
Standard Description: Represent and solve one-step multiplication and division problems within 100 using equations.

Key Concepts:
*None specified*

Learning Objectives:
* Students will identify a multiplication equation from a fact family that can be used to represent a division-based real-world problem.
* Students will select a division equation to find the number of groups or the size of each group in a real-world scenario when given the total amount.
* Students will select a multiplication equation to find the total number of items in a real-world scenario when given the number of groups and the size of each group.

Assessment Boundaries:
* Assessment is restricted to:

Operational Limits: Single-step multiplication or division only.

Numerical Limits: All products and dividends must be within 100.

Representations: Items focus on selecting the correct equation to represent the scenario.

Context: Real-world scenarios involving equal groups and measurements.

Distractors: Use the same numerical values from the stem with incorrect operations (+, -, x, /).

Exclusions: No multi-step problems; no remainders; no letter variables.

Common Misconceptions:
* Confuses additive and multiplicative relationships when seeing the word "each" in a problem.
* Misinterprets the relationship between factors and products by multiplying all given numerical values.
* Selects the inverse operation because of a failure to identify the total amount.
* Subtracts a smaller group size from the total instead of dividing into equal groups.

Difficulty Definitions:
* Easy:
  Problems requiring a direct representation where the equation's operation matches the scenario's action, such as division for sharing a total or multiplication for finding a total sum.
* Medium:
  Problems requiring the identification of an inverse multiplication equation to represent or solve a scenario that is conceptually based on division.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Multiplication Patterns
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+1
Standard Description: Given a rule, create numbers in a multiplication pattern.

Key Concepts:
*None specified*

Learning Objectives:
* - Create and explain numeric patterns using addition & multiplication.
* - Given an input/output table where the relationship follows a division rule, determine the rule.
* - Given an input/output table where the relationship follows a subtraction rule, identify the rule.
* - Identify the rule for an arithmetic pattern on a given list or chart.
* - Make observations about patterns, such as identifying if they produce even or odd numbers, if they are multiples of certain numbers, etc
* - Solve for a missing number (term) in a given arithmetic pattern.
* In a table with 4 rows, student should fill 3 rows of output where input is given for all 4 rows and output is given for 1 row. Rule is multiplication.
* In a table with 4 rows, student should fill all the 4 rows of output where input is given for all 4 rows. Rule is multiplication.
* Showing part of the multiplication table, answer a question about a pattern.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; no fractions, decimals, or negative numbers are permitted in patterns, tables, or explanations.
- Limited to only within the 10 by 10 times tables.
- Rules may only be multiplication.
- Input is in ascending order, but not necessarily consecutive or increasing by the same amount.

Common Misconceptions:
* Assume inputs must rise by a constant step, so they are unsure how to continue when the next input skips ahead
* Believe an odd input can make an odd product with an even rule (e.g., 4 × 3 could be odd), not realizing an even factor always gives an even product
* Compare outputs by their additive differences and overlook that each should be found by multiplying every input by the rule
* Treat the rule as addition, e.g., using “+3” instead of the stated “×3” when generating outputs

Difficulty Definitions:
* Easy:
  - Multiplication is by numbers up to 5, and In a table with 4 rows, student should fill 3 rows of output where input is given for all 4 rows and output is given for only one row.
* Medium:
  - Multiplication is by numbers greater than 5, and In a table with 4 rows, student should fill 3 rows of output where input is given for all 4 rows and output is given for only one row.
* Hard:
  - In a table with 4 rows, student should fill all the 4 rows of output where input is given for all 4 rows

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Identify Rules in Addition and Subtraction Patterns
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+3
Standard Description: Identify the rule for an addition or subtraction pattern.

Key Concepts:
*None specified*

Learning Objectives:
* Complete a 6-row input/output table governed by a subtraction rule, where student should fill 2 or 3 missing inputs or outputs.
* Complete a 6-row input/output table governed by an addition rule, where student should fill 2 or 3 missing inputs or outputs.
* Identify the rule for an  input/output table in which the rule is addition.
* Identify the rule for an  input/output table in which the rule is subtraction.

Assessment Boundaries:
* Assessment is restricted to:
- All include images of tables where the question is asking for the rule but NO tables in the question stem
- Whole numbers only; no fractions, decimals, or negative numbers are permitted in patterns, tables, or explanations.
- Addition and subtraction patterns are limited to numbers within 100.
- Input is in ascending order, but not necessarily consecutive or increasing by the same amount.
- For missing output problems, the rule is not given.

Common Misconceptions:
* Compare outputs to one another instead of pairing each output with its corresponding input, leading to a wrong rule when inputs skip numbers.
* Look only at the first input–output pair, assume that operation works for all others, and fail to verify with the rest of the table.
* Miscount when adding or subtracting across a tens boundary (e.g., 48 + 17 mistakenly recorded as 55), so the perceived pattern is incorrect
* Treat the rule as “add the same amount each time” based only on the difference between successive outputs, ignoring the needed relationship to the input (e.g., saying “+4” instead of “input + 4”).

Difficulty Definitions:
* Easy:
  - Identify the rule from options
* Medium:
  - Identify the rule from options  for rules that use two digits.
* Hard:
  - Identify the rule.  Directions must say, 'Find the rule. Type the operator followed by a number' (for example, + 2).

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Finding Missing Terms in Patterns
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+4
Standard Description: Find missing terms in a pattern.

Key Concepts:
*None specified*

Learning Objectives:
* Given a table representing a rule, fill in the missing value.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; no fractions, decimals, or negative numbers are permitted in patterns, tables, or explanations.
- Addition and subtraction patterns are limited to numbers within 100.
- Multiplication and division are limited to only within the 10 by 10 times tables.
- The inputs may or may not follow a pattern (increase by a constant amount).
- Refer to the table as "table" or "Input/Output table". Don't use any other word like "function table" etc. to refer to the table.
- The worked examples must list each completed row in step 1 to show the rule. 
for eg.,
step 1 
Find the rule by looking at the other input/output pairs.
3 x 4 = 12
4 x 4 = 16
6 x 4 = 24
8 x 4 = 32
Rule: multiply the input by 5.
- each equation in the worked example steps must be strictly in a new line for better readability.  never multiple equations in one line. never.

Common Misconceptions:
* Students assume all patterns follow the same rule (like adding 2) without checking if the pattern involves multiplication, division, or other operations
* Students calculate the next term correctly but place it in the wrong position when multiple missing terms need to be found in sequence
* Students confuse input and output patterns when working with function tables, applying the rule to the wrong row or column
* Students identify the wrong pattern rule by focusing only on consecutive numbers rather than examining the relationship between all terms in the sequence

Difficulty Definitions:
* Easy:
  The last output term is missing
* Medium:
  - a middle output term is missing (not the first and not the last) 
  - The first output term is missing
* Hard:
  - an input term is missing

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Identifying Even and Odd Numbers
Lesson Order: 32.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+5
Standard Description: Identify whether a number(s) is/are even or odd.

Key Concepts:
*None specified*

Learning Objectives:
* Select the numbers that are even.
* Select the numbers that are odd.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers up to 1000
- No real world context.

Common Misconceptions:
* Students confuse the concept by thinking that larger numbers are automatically odd or that smaller numbers are automatically even, rather than focusing on the ones digit
* Students incorrectly believe that zero is odd because they think "nothing" cannot be divided into equal groups, when zero is actually even since it can be divided by 2 with no remainder
* Students look at all digits in a multi-digit number instead of recognizing that only the ones digit determines whether the entire number is even or odd
* Students memorize which specific numbers are even or odd rather than understanding the pattern that numbers ending in 0, 2, 4, 6, 8 are even and numbers ending in 1, 3, 5, 7, 9 are odd

Difficulty Definitions:
* Easy:
  - Given a number, identify whether it is even or odd.
  - Numbers are up to 100
* Medium:
  - Given a number, identify whether it is even or odd.
  - Numbers are up to 1000
* Hard:
  (Multiselect)
  - Select the numbers that are even.
  - Select the numbers that are odd.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Division Patterns
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+6
Standard Description: Given a rule, create numbers in a division pattern.

Key Concepts:
*None specified*

Learning Objectives:
* In a table with 4 rows, student should fill 3 rows of output where input is given for all 4 rows and output is given for only one row. Rule is division.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; no fractions, decimals, or negative numbers are permitted in patterns, tables, or explanations.
- Limited to only within the 10 by 10 times tables.
- Rules may only be division.
- Input is in ascending order, but not necessarily consecutive or increasing by the same amount.

Common Misconceptions:
* Believing inputs must be evenly spaced (constant addend) rather than simply ascending whole numbers
* Interpreting a “divide by n” rule as “multiply by n,” so outputs increase instead of decrease
* Looking for equal differences between outputs instead of recognizing the constant ratio created by the division rule
* Reversing the operands (e.g., computing n ÷ input) and getting non-whole or incorrect quotients

Difficulty Definitions:
* Easy:
  - Divide by numbers up to 5
* Medium:
  - Divide by numbers between 6 to 10
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Identify Rules in Multiplication Patterns
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+7
Standard Description: Identify the rule for a multiplication pattern.

Key Concepts:
*None specified*

Learning Objectives:
* An input/output table is shown and asks the student to input the rule. Question stem must be phrased as "This input/output table shows multiplication. Find the rule and type the correct number in the blank. Rule: x ____)"
* Identify the rule for an input/output table in which the rule is multiplication. Question stem must be phrased as 'What is the rule for this input/output table?' and then the student chooses from options that have the multiplication symbol and numbers ( for example, x2, x8, x 10, x3).

Assessment Boundaries:
* Assessment is restricted to:
- All include tables where the question is asking for the rule.
- Whole numbers only; no fractions, decimals, or negative numbers are permitted in patterns, tables, or explanations.
- Multiplication is limited to only within the 10 by 10 times tables.
- Input is in ascending order, but not necessarily consecutive or increasing by the same amount.
- For missing output problems, the rule is not given.

Common Misconceptions:
* Assumes every rule must change by the same amount each step, so non-consecutive inputs (e.g., 2, 5, 9) are judged “no pattern”
* Focuses on the additive gap between outputs (e.g., “it goes up by 6”) instead of linking each output multiplicatively to the input
* Ignores the commutative property and treats different input orders as different rules, so 3 × 4 and 4 × 3 seem unrelated
* Relies on faulty or forgotten 0–10 multiplication facts, leading to an incorrect table that masks the correct rule

Difficulty Definitions:
* Easy:
  - Identify the rule for an input/output table in which the rule is multiplication (e.g. What is the rule for this input/output table?) The student chooses from options that have the multiplication symbol and numbers ( for example, x2, x8, x 10, x3). 
  - The answer choices are up to 10, but the answer is always up to 5
* Medium:
  1) An input/output table is shown and asks the student to input the rule. For example, the question asks, 'This input/output table shows multiplication. Find the rule and type the correct number in the blank. Rule: x ____)' 
2) the multiplication rule must use a whole number factor from 2 to 5, inclusive.
* Hard:
  1) An input/output table is shown and asks the student to input the rule. For example, the question asks, This input/output table shows multiplication. Find the rule and type the correct number in the blank. Rule: x ____) 
2) The multiplication rule must use a whole number factor from 6 to 10, inclusive.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Identify Rules in Division Patterns
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+8
Standard Description: Identify the rule for a division pattern.

Key Concepts:
*None specified*

Learning Objectives:
* An input/output table is shown and asks the student to input the rule. Question stem must be phrased as  "This input/output table shows division. Find the rule and type the correct number in the blank. Rule: ÷  ____)"
* Identify the rule for an input/output table in which the rule is division. Question stem must be phrased as 'What is the rule for this input/output table?' and then the student chooses from options that have the division symbol and numbers ( for example, ÷ 2, ÷ 8, ÷ 10, ÷ 3).

Assessment Boundaries:
* Assessment is restricted to:
- All include tables in the stimulus where the question is asking for the rule. (Strictly don’t include any data in the question stem which is present in stimulus)
- For MCQ Question stem must be phrased as 'What is the rule for this input/output table?' and then the student chooses from options that have the division symbol and numbers ( for example, ÷ 2, ÷ 8, ÷ 10, ÷ 3). No other information or data should be present in question stem
- Whole numbers only; no fractions, decimals, or negative numbers are permitted in patterns, tables, or explanations.
- Division is limited to only within the 10 by 10 times tables.
- Input is in ascending order, but not necessarily consecutive or increasing by the same amount.
- For missing output problems, the rule is not given.
- For MCQ question type, always generate questions of difficulty level easy only, not any other difficulty level

Common Misconceptions:
* Describe the inverse operation, saying “multiply by 4” when the pattern is really “divide by 4.”
* Look at the change (difference) between outputs and decide the rule is addition/subtraction instead of recognizing a constant quotient.
* Reverse the dividend and divisor, giving “12 ÷ input” when the rule is actually “input ÷ 12.”
* Test the first row only and assume that single example proves the rule for the whole table.

Difficulty Definitions:
* Easy:
  - Identify the rule for an input/output table in which the rule is division (e.g. What is the rule for this input/output table?) The student chooses from options that have the division symbol and numbers ( for example, ÷ 2, ÷ 8, ÷ 10, ÷ 3). 
  - The answer choices are up to 10, but the answer is always up to 5
* Medium:
  - An input/output table is shown and asks the student to input the rule. For example, the question asks, “This input/output table shows division. Find the rule and type the correct number in the blank. Rule: ÷  ____)” 
  - Rule is divide by a number up to 5
* Hard:
  - An input/output table is shown and asks the student to input the rule. For example, the question asks, 'This input/output table shows division. Find the rule and type the correct number in the blank. Rule: ÷  ____)'
  - Rule is divide by a number between 6 and 10

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 5
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+1
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Even or Odd: Multiplication Patterns
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+9
Standard Description: Explain patterns in an arithmetic pattern.

Key Concepts:
*None specified*

Learning Objectives:
* Ask whether a multiplication fact is even or odd.

Assessment Boundaries:
* Assessment is restricted to:
- Products are whole numbers up to 100 and only include mutliplication facts within 10 x 10 times tables.
- Options are just even or odd.

Common Misconceptions:
* Students calculate the product incorrectly.
* Students confuse even and odd.

Difficulty Definitions:
* Easy:
  All problems are at the same level.
* Medium:
  N/a
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 6
Unit Name: Place Value and Rounding
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Rounding using the Number Line
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.1+1
Standard Description: Round to the nearest 10 or 100 using the number line.

Key Concepts:
*None specified*

Learning Objectives:
* Round  a 2 digit number to the nearest 10.
* Round a 3 digit number to the nearest 10.
* Round a 3 digit number to the nearest 100.
* Round a single digit number to the nearest 10.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; no fractions, decimals, or negative numbers.
- Numbers to be rounded must be less than or equal to 1,000.
- Items must specify rounding to the nearest 10 or 100.
- No use of variables; only numeric values are provided.
- No word problems.
- Must ask, "What is ___ rounded to the nearest _____?"
- Explanations must round using number lines. First determine which two numbers the number is between on the number line, and then decide which it is closer to.

Common Misconceptions:
* Assumes every tick mark on a number line represents one unit, so scaled lines (by 2s, 20s, etc.) are misread and the dot’s value is misidentified
* Decides whether to round up or down by looking at the digit in the rounding place itself instead of the digit to its right
* Some students might assume that the rounding rules do not apply consistently and might base decisions to round up or down on arbitrary or unclear cues.
* Students may believe that rounding is the same as finding the next multiple of 10, rather than identifying the nearest multiple of 10.
* Students often forget to check which digit is in the ones place to decide whether to round up or down, especially when the digit is 5. They might confuse rules and consistently round 75 down to 70 instead of rounding up to 80.
* There may be a misconception that all numbers ending with a 5 should always round up, without understanding the rule about it being more than halfway between two tens.
* Thinks numbers exactly halfway (ending in 5, 50, 500) should round down to the lower ten or hundred rather than up
* When told to round a 3-digit number to the nearest hundred, mistakenly performs rounding to the nearest ten because the tens place catches their eye

Difficulty Definitions:
* Easy:
  - MCQ Only - Number line included
* Medium:
  - Text Entry only - Number line is included
* Hard:
  - Text Entry Only - No number line

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 6
Unit Name: Place Value and Rounding
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Rounding
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.1+2
Standard Description: Round to the nearest 10 or 100.

Key Concepts:
*None specified*

Learning Objectives:
* Round  a 2 digit number to the nearest 10.
* Round a 2 digit number to the nearest 100.
* Round a 3 digit number to the nearest 100.
* Round a 4 digit number to the nearest 100.
* Round a 5 digit number to the nearest 100.
* Round a 6 digit number to the nearest 100.
* Round multiple numbers, some to the nearest 10 and some to the nearest 100.
* Round one number to both the nearest 10 and the nearest 100.
* Use rounding to estimate one step differences.
* Use rounding to estimate one step sums.
* Use rounding to estimate two step problems involving sums and differences.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; no fractions, decimals, or negative numbers.
- Numbers to be rounded must be less than or equal to 1,000.
- Items must specify rounding to the nearest 10 or 100.
- No use of variables; only numeric values are provided.
- Numbers that are two digits must be rounded to the nearest ten and numbers that are three digits must be rounded to the nearest hundred.
- No word problems.
- Must ask, "What is ___ rounded to the nearest _____?"

Common Misconceptions:
* Students may mistakenly believe that rounding to the nearest 100 is similar to rounding to the nearest 10, failing to recognize the change in threshold (e.g., thinking 450 should round to 400 because they focus only on the tens digit).
* There can be confusion regarding the concept of a 'nearest hundred,' leading students to mistakenly round to an incorrect value because they don't consider the proximity properly (e.g., rounding 420 to 400 instead of realizing it should be to 500 based on proximity).
* Uses the digit being rounded (tens/hundreds) to decide instead of the next smaller place (ones/tens)

Difficulty Definitions:
* Easy:
  ALL
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 6
Unit Name: Place Value and Rounding
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Rounding to Estimate Sums and Differences
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.1+3
Standard Description: Estimate sums and differences of whole numbers (≤ 1,000) by rounding each addend or subtrahend to the nearest ten or hundred.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is restricted to:
- operations within 1,000
- sums and differences
- one step problems
- Questions must say, "Choose the better estimate."
- Two digit numbers MUST be rounded to nearest 10
- Three digit numbers MUST be rounded to nearest 100
- Must be word problems
- Never have rounding a two digit and a three digit number together in a word problem.
- Question stem must cleary mention what the estimate is/war for.

Common Misconceptions:
* Students add or subtract the original numbers exactly instead of rounding first, then try to round the final answer
* Students perform the correct rounding but then choose the wrong operation, adding when they should subtract or subtracting when they should add
* Students round numbers incorrectly by always rounding up regardless of the digit in the ones or tens place
* Students round to the wrong place value, such as rounding to the nearest ten when the problem asks for rounding to the nearest hundred

Difficulty Definitions:
* Easy:
  Two digit numbers only
* Medium:
  Three digit numbers only
* Hard:
  The problem provides certain numbers and then asks how many did not meet a specific condition. Choose the best estimate. (e.g. The students at a school raised a total of 560 silkworms, and 176 of them turned into moths. About how many silkworms did not turn into moths? Choose the best estimate.)

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 7
Unit Name: Multi-digit Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multidigit Addition without Models
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.2+1
Standard Description: Fluently add within 1000 using strategies and algorithms based on place value and properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Add three-digit numbers within 1000 that do not require regrouping.
* Add three-digit numbers within 1000 that do require regrouping.

Assessment Boundaries:
* Assessment is restricted to:
- Addends and sums must be whole numbers less than or equal to 1,000.
- Both problems that require and do not require regrouping are included.
- No use of fractions, decimals, negative numbers, or variables; only whole numbers are used.
- No context or word problems; items are strictly computational and not embedded in real-world scenarios.
- No Visual models
- No estimation or rounding; answers must be exact sums
- Only vertical addition

Common Misconceptions:
* Carries from ones to tens correctly, then mistakenly carries again from tens to hundreds when the tens sum is still below 10
* Fails to add the carried 1 into the tens or hundreds column after writing the single-digit sum in the lower place
* Ignores a necessary carry from tens to hundreds in problems that require two regroupings, leaving the hundreds digit too small
* Treats a zero in any place as “nothing to add,” overlooking that a carry still needs to be combined with it

Difficulty Definitions:
* Easy:
  No regrouping
* Medium:
  One instance of regrouping (e.g. just the ones or just the tens needed to be regrouped)
Two instances of regrouping.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 7
Unit Name: Multi-digit Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multidigit Subtraction
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.2+2
Standard Description: Fluently subtract within 1000 using strategies and algorithms based on place value and properties of operations.

Key Concepts:
*None specified*

Learning Objectives:
* Subtract three-digit numbers within 1000 that do not require regrouping.
* Subtract three-digit numbers within 1000 that do require regrouping.

Assessment Boundaries:
* Assessment is restricted to:
- Minuends, subtrahends, and differences must be whole numbers less than or equal to 1,000.
- Each problem involves only two numbers (no multi-step or multi-equation problems).
- Problems only include three-digit numbers
- Both problems that require and do not require regrouping are included.
- No use of fractions, decimals, negative numbers, or variables; only whole numbers are used.
- Only vertical horizontal forms of subtraction may be presented.
- No context or word problems; items are strictly computational and not embedded in real-world scenarios.
- No estimation or rounding; answers must be exact differences
- Number sentences only - do not write the problem in words; A - B = ?

Common Misconceptions:
* Borrowing from a higher place but forgetting to reduce that place by 1, leaving the tens or hundreds unchanged after the regroup.
* Misaligning digits when writing numbers horizontally or vertically, causing ones, tens, and hundreds to be subtracted from mismatched places
* Stopping the regroup process when the minuend digit is 0, rather than borrowing across multiple places, resulting in incorrect subtraction through zeros.
* Treating each column as “larger minus smaller,” so they reverse digits (e.g., doing 3 − 7 as 7 − 3) instead of borrowing

Difficulty Definitions:
* Easy:
  No regrouping
Vertical alignment
* Medium:
  One instance of regrouping (e.g. just the ones or just the tens needed to be regrouped)
Two instances of regrouping.
Vertical alignment
* Hard:
  Horizontal alignment with and without regrouping

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 7
Unit Name: Multi-digit Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Addition and Subtraction Word Problems with Three Digits
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.2+3
Standard Description: Solve word problems with addition and subtraction

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems that lead to adding three-digit numbers within 1000 that do not require regrouping.
* Solve word problems that lead to adding three-digit numbers within 1000 that do require regrouping.
* Solve word problems that lead to subtracting three-digit numbers within 1000 that do not require regrouping.
* Solve word problems that lead to subtracting three-digit numbers within 1000 that do require regrouping.

Assessment Boundaries:
* Assessment is restricted to:
- All numbers (addends, minuends, subtrahends, sums, differences) must be whole numbers less than or equal to 1,000.
- Each word problem must require only a single addition or subtraction operation (no multi-step or mixed-operation problems).
- Problems must involve three-digit numbers, with or without regrouping.
- Contexts must be clear, grade-appropriate, and solvable using addition or subtraction only; problems should not require multiplication, division, or other operations.
- No use of fractions, decimals, negative numbers, or variables; only whole numbers are used.
- No estimation, rounding, or comparison tasks; answers must be exact sums or differences.
- Problems should not require students to interpret or create equations with unknowns; the focus is on solving the word problem directly
- To solve, have students line up the number vertically.

Common Misconceptions:
* Selecting the wrong operation after reading the story (adding when the context implies subtraction, or vice-versa)
* Skipping necessary regrouping or regrouping in the wrong column, causing carry/borrow errors
* Subtracting the smaller digit from the larger in each place regardless of order (e.g., treating 317 − 728 as 211)
* Writing addends or minuend/subtrahend out of vertical place-value alignment, so ones, tens, and hundreds mix

Difficulty Definitions:
* Easy:
  No regrouping
* Medium:
  One instance of regrouping
* Hard:
  Multiple instances of regrouping

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 7
Unit Name: Multi-digit Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.3.NBT.A+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multidigit Addition with Models
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.3.NBT.A.2+4
Standard Description: Add within 1000 using models.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is restricted to:
- Every problem requires place value blocks
- Three digits plus three digits
- No word problems
- Question stem should follow this pattern with four blanks. Only change is the actual numbers to be added "The blocks show 251+182. You could regroup to have fewer than 10 tens and 10 ones. How many hundreds, tens, and ones would you have if you regrouped? <blank> hundreds, <blank> tens, and <blank> ones. Complete the addition sentence. 251+182= <blank>"

Common Misconceptions:
* Students add the regrouped digit to the wrong column or forget to add it entirely after carrying it over, leading to incorrect sums in the tens or hundreds place
* Students forget to regroup when the sum in a place value column exceeds 9, instead writing two-digit numbers in single columns (e.g., writing "15" in the ones place instead of regrouping 1 ten and 5 ones)
* Students misalign place values when setting up the addition problem, causing ones to be added to tens or tens to be added to hundreds, especially when adding numbers with different digit lengths
* Students regroup incorrectly by moving the wrong amount to the next place value column, such as moving the entire sum instead of just the tens digit when regrouping from ones to tens

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  The addition problem requires one instance of regrouping.
* Hard:
  The addition problem requires more than one instance of regrouping.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.MD.B
Cluster Name: Represent and interpret data.
Lesson Name: Measuring with Halves and Fourths
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.3.MD.B.4+1
Standard Description: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

Key Concepts:
*None specified*

Learning Objectives:
* Measure the length of an object accurately using a ruler marked with halves and fourths of an inch.

Assessment Boundaries:
* Assessment is restricted to:
- Measurements must be in inches only; metric units are not included.
- Rulers used must be marked with whole inches, and include tick marks for halves (1/2 inch), and fourths (1/4 inch) only; do not use rulers marked with smaller increments such as eighths or tenths.
- Objects to be measured should have lengths that can be accurately represented as whole numbers, halves, or fourths of an inch; avoid objects whose lengths do not align with these increments.
- All stimuli include ain image of a rules with an objecti above it, which starts at the 0 mark.
- No negative numbers, decimals, or mixed units in measurement data.
- No requirement to convert between units (e.g., inches to centimeters).
- The question should not ask how many quarter or half inches something is. It should only ask how many inches something is and the answer is written as a fraction with quarter or half inches if necessary.
- Question stem must be "What is the length of the _____ to the nearest inch/ 1/2 inch/ 1/4 inch?"
- NEVER make any references to mixed numbers

Common Misconceptions:
* Some students may have difficulty understanding that between each whole number on the ruler, there is a consistent division into fractional parts, causing them to measure inaccurately.
* Students may improperly align the starting point of the ruler due to an incorrect understanding of how lengths are measured from zero, leading to systematic measurement errors.

Difficulty Definitions:
* Easy:
  - The measurement is a whole number.
* Medium:
  - The measurement is at a half.
* Hard:
  - The measurement is at a quarter.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Fractions as Equal Parts
Lesson Order: 42.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.1+1
Standard Description: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.

Key Concepts:
*None specified*

Learning Objectives:
* Choose all of the fraction models that are split into equal parts. "Which of the figures show equal parts?"
* Pick the fraction model that’s split into equal parts. "Which figure shows equal parts?"

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, 7 or 8 only.
- Shapes used for partitioning may include circles, rectangles, triangles, and other simple geometric figures appropriate for third grade (e.g., no irregular shapes).
- No requirement to simplify, compare, or order fractions.
- No improper fractions, mixed numbers, or fractions greater than 1.
- No formal addition or subtraction of fractions; combining unit fractions is limited to conceptual understanding, not computation.
- No use of number lines, no mention of areas
- Question should ONLY ask, "Which figure shows equal parts?" or "Which of the figures show equal parts?"

Common Misconceptions:
* Students assume that symmetrical-looking divisions automatically create equal parts, not understanding that the positioning and spacing of division lines affects whether parts are truly equal in size
* Students believe that parts are equal if they have the same shape, failing to recognize that identical shapes can have different sizes and therefore represent unequal parts
* Students confuse equal parts with equal number of parts, thinking that as long as a shape is divided into the same number of sections, the parts are automatically equal regardless of their actual size
* Students focus only on visual similarity of division lines rather than measuring or comparing the actual area or size of each part to determine equality

Difficulty Definitions:
* Easy:
  - Pick the fraction model that’s split into equal parts.
* Medium:
  - Choose all of the fraction models that are split into equal parts.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Unit Fraction Models
Lesson Order: 43.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.1+2
Standard Description: Identify visual models that represent unit fractions (1/n).

Key Concepts:
*None specified*

Learning Objectives:
* Match a fraction model to a unit fraction
* Match a unit fraction to a fraction model
* Match a unit fraction to a fraction model.
* Write the fraction that represents a fraction model.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, 7 or 8 only.
- Only unit fractions (1/b) are included
- Must include fraction model

Common Misconceptions:
* Believing the location of the shaded piece (top, middle, etc.) changes the fraction value (e.g., thinking a middle strip in 8 parts shows 1/3)
* Counting visible grid squares rather than equal‐area pieces, leading to mismatches when the pieces are different shapes but equal areas
* Treating shapes with unequal partitions as valid models for unit fractions because they see the correct count of pieces
* Writing the denominator as the number of unshaded parts instead of the total parts (e.g., calling 1 shaded out of 8 equal parts “1/7”)

Difficulty Definitions:
* Easy:
  Choose which fraction matches the given fraction model.
* Medium:
  MCQ
Asks which fraction model matches a fraction.
* Hard:
  Enter the fraction for the shape that is shaded.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Fractions of Number Lines: Unit Fractions
Lesson Order: 44.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.A+1
Standard Description: Plot given unit fractions (1/n) on a number line that is partitioned into n equal intervals.

Key Concepts:
*None specified*

Learning Objectives:
* Given a number line with a segment reprenting a unit fraction, write the fraction it represents.
* Given number lines with segments, determine which one depicts a given unit fraction.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, 7 or 8 only.
- Only unit fractions (1/b) are included
- No use of equivalent fractions
- Text Entry question stem MUST be "What is the length of the colored segment?<br/><i>Use a slash ( / ) to write your answer as a fraction.<i><br/><blank" and MCQ question stem MUST be "Which number line shows a colored segment with a length of _____?"

Common Misconceptions:
* Counting tick marks instead of the spaces between 0 and 1, leading to b+1 marks and misplacing 1/b
* Partitioning 0–1 into parts that are not equal in length, then locating 1/b using those unequal intervals
* Treating b as “how many steps from 0” and going to the bth tick, instead of placing 1/b at the end of the first equal part
* Using a whole other than the 0–1 interval (e.g., the entire drawn segment), so 1/b is placed in the wrong region

Difficulty Definitions:
* Easy:
  - Given number lines with segments and starting at 0, determine which one depicts a given unit fraction.
* Medium:
  - Given number lines with segments not starting at 0, determine which one depicts a given unit fraction.
* Hard:
  - Given a number line with a segment reprenting a unit fraction, write the fraction it represents.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Unit Fractions on a Number Line
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.A+2
Standard Description: Identify unit fractions on number lines.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the value for the unit fraction on a number line that labels every tick mark from 0 to 1.
* Enter the value for the unit fraction on a number line labeled at 0 and at a selected fraction which is not the answer, with evenly spaced tick marks representing equal fractional units determined by the denominator of the fraction.
* Enter the value for the unit fraction on a number line that goes from 0 to 1 with only 0 and 1 labeled.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must be unit fractions (numerator of 1) with denominators limited to 2, 3, 4, 6, or 8.
- The number line must be partitioned such as unit fraction being tested fall on a minor or major division in the number line.
- The unit fraction being accessed can't be an improper fraction, mixed number, or fractions greater than 1.
- No use of variables or algebraic symbols; only numeric fractions and points.
- Visual models must be clear, with evenly spaced partitions and no ambiguous markings.
- Context is not allowed; items must be purely mathematical and not embedded in real-world scenarios.
- Number lines only label 0 and 1
- No comparison, ordering, or equivalence of fractions; focus is solely on representing or identifying a single unit fraction on the number line
- Must ask, "What fraction does the number line show?"

Common Misconceptions:
* Adding an extra tick at 1, creating five intervals for a denominator of 4 and misplacing all unit fractions
* Counting tick marks instead of the spaces between them, so 1/4 is placed on the second tick rather than the first.
* Drawing partitions of unequal length and still labeling them as equal fractional parts.
* Treating the labeled endpoints 0 and 1 as optional, leading to unit fractions plotted without clear reference to the whole

Difficulty Definitions:
* Easy:
  - Choose the value for the unit fraction on a number line. Decnominator is up to 4.
* Medium:
  - Choose the value for the unit fraction on a number line.
* Hard:
  - Enter the value for the unit fraction on a number line.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Graphing Unit Fractions
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.A+3
Standard Description: Graph unit fractions on number lines.

Key Concepts:
*None specified*

Learning Objectives:
* Graph a unit fraction on a number line labeled at 0 and at a selected fraction which is not the answer, with evenly spaced tick marks representing equal fractional units determined by the denominator of the fraction.
* Graph a unit fraction on a number line that goes from 0 to 1 with only 0 and 1 labeled.
* Graph a unit fraction on a number line that labels every tick mark from 0 to 1.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must be unit fractions (numerator of 1) with denominators limited to 2, 3, 4, 6, or 8.
- The number line must be partitioned so that the unit fraction being tested falls on a minor or major division of the number line.
- The unit fraction being accessed can't be an improper fraction, mixed number, or fractions greater than 1.
- No use of variables or algebraic symbols; only numeric fractions and points.
- Visual models must be clear, with evenly spaced partitions and no ambiguous markings.
- Context is not allowed; items must be purely mathematical and not embedded in real-world scenarios.
- No comparison, ordering, or equivalence of fractions; focus is solely on representing or identifying a single unit fraction on the number line
- Number line must be partitioned into the fractional parts being asked about, for example if the unit fraction being asked about is 1/3, the number line should count by thirds.

Common Misconceptions:
* Counts tick marks rather than intervals, marking 1/b on the b-th tick instead of the first interval point
* Draws b tick marks between 0 and 1 (instead of b equal intervals), unintentionally creating b + 1 parts and misplacing 1/b
* Labels the first tick with a familiar fraction (often 1/2) regardless of how many equal parts are shown, reflecting confusion between denominator and interval size
* Spaces the partitions unevenly, thinking only labels matter and not the requirement of equal-sized parts

Difficulty Definitions:
* Easy:
  - Graph a unit fraction on a number line that labels every tick mark from 0 to 1.
* Medium:
  - Graph a unit fraction on a number line that goes from 0 to 1 with only 0 and 1 labeled.
* Hard:
  - Graph a unit fraction on a number line labeled at 0 and at a selected improper fraction which is not the answer, with evenly spaced tick marks representing equal fractional units determined by the denominator of the fraction.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Represent Fractions Using Fraction Models
Lesson Order: 47.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.B+1
Standard Description: Represent a fraction a/b with a fraction model.

Key Concepts:
*None specified*

Learning Objectives:
* Given a fraction, identify which fraction model matches the fraction.
* Write the fraction that a given model represents.

Assessment Boundaries:
* Assessment is restricted to: 
- Fractions must have denominators of 2, 3, 4, 6, or 8. 
- Fractions must be less than one. 
- No use of mixed numbers and do not represent or convert fractions as mixed numbers. 
- No use of variables or algebraic symbols; only numeric fractions and points. 
- No comparison, ordering, or equivalence of fractions; focus is solely on representing or identifying a single fraction a/b on the fraction model. 
- If students enter an equivalent fraction, it should be marked as correct.

Common Misconceptions:
* Swap numerator and denominator (use total equal parts as numerator and shaded parts as denominator)

Difficulty Definitions:
* Easy:
  - Fractions are in simplest form.
* Medium:
  - Fractions are not simplified.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Represent Fractions on a Number Line
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.B+2
Standard Description: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0, recognizinng that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which fraction less than one graphed on the number line.
* Identify which improper fraction is graphed on the number line.
* Identify which mixed number is graphed on the number line
* Match fractions less than one to number line points.
* Match improper fraction to number line point.
* Match mixed number to number line point.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- Numerators (a) may be any whole number from 1 up to and including values greater than the denominator (improper fractions are allowed), but all fractions must be in the form a/b where b is 2, 3, 4, 6 or 8.
- The number line must be partitioned into equal intervals based on the denominator, with each interval representing a unit fraction of the whole.
- No converting between improper fractions and mixed numbers.
- No use of variables or algebraic symbols; only numeric fractions and points.
- No comparison, ordering, or equivalence of fractions; focus is solely on representing or identifying a single fraction a/b on the number line
- Fractions may be proper or improper but no mixed numbers
- Do not use unit fractions
- Number line endpoints can only be 1 or an improper fraction, no other whole number is allowed
- No questions about ONLY the numerator, must ask about the entire fraction

Common Misconceptions:
* Count intervals starting at the first tick instead of at 0, shifting every fraction one unit to the right
* Divide 0–1 into b tick marks instead of b equal spaces, so every fraction is misplaced
* For improper fractions, draw correct partitions only between 0 and 1, then “eyeball” past 1 without extending the same unit lengths, making points unevenly spaced
* Read the numerator as the size of each part instead of how many parts are taken, mis-sizing segments (e.g., thinking 3/4 means each piece is 3/4 long)

Difficulty Definitions:
* Easy:
  - Fractions are less than one
  - The number line is labeled at 0 and 1 only
* Medium:
  - Fractions can be less than or greater than one and the number line is labeled at 0 and a random improper fraction.
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Modeling Real World Fractions
Lesson Order: 48.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.B+3
Standard Description: Determine the fraction of a whole described in a word problem and select the visual model that correctly represents that fraction (denominators ≤ 12).

Key Concepts:
*None specified*

Learning Objectives:
* Given a situation, select the model that represents a fraction described in the situation.

Assessment Boundaries:
* Assessment is restricted to:
- Word problems describing a fraction of a whole, 
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- Must have visual models
- Context is required; data must be presented within a real-world scenario. The problem must begin with an introduction that sets up the context. For example, "The Blue Bay pirates have found a chest of gold coins. Captain Sharktooth divides the coins into 2 equal shares. He buries 1 share in a secret place. Which model represents the fraction of the chest of gold coins that Captain Sharktooth buries?",

Common Misconceptions:
* Students confuse the numerator and denominator when identifying fractions, selecting models that show the wrong number of parts or the wrong number of shaded sections
* Students count individual pieces rather than equal parts of the whole, leading them to choose visual models that don't represent equivalent fractional parts
* Students focus only on the number of shaded sections without considering whether the whole is divided into the correct number of equal parts for the given denominator
* Students misinterpret "fraction of" language in word problems, selecting models that represent the remaining amount rather than the amount described in the problem

Difficulty Definitions:
* Easy:
  Explicit fractions are used.
  - Only 3 answer options
  - Word problems with clear and straightforward visual models. Example: "Shelley completes 1/2 of the hike before taking a break. Which model represents this fraction?"
* Medium:
  Only 3 answer options
More complex word problems requiring contextual understanding.
Example: "Ruben and Darrell bring a blanket with 6 equal strips. A wave splashes and wets 2 strips. Which model represents the fraction of the blanket that gets wet?"
* Hard:
  Only 4 answer options
Word problems that require reasoning to select the correct model and the numbers are written in words.
Example: "Emma divides rice pudding into two equal servings. She adds whipped cream to one of the servings. Which model represents the fraction of rice pudding with whipped cream?"

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Fractions of Number Lines
Lesson Order: 49.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.2.B+4
Standard Description: Identify the fraction that represents the length of a highlighted segment on a number line partitioned into equal intervals (denominators ≤ 12).

Key Concepts:
*None specified*

Learning Objectives:
* Given a fraction identify which number line represents that fraction.
* Given an interval of a fraction on the number line, identify what fraction that interval represents.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must be fractions with denominators limited to 2, 3, 4, 6, or 8.
- The number line must be partitioned into equal parts matching the denominator (e.g., halves, thirds, fourths, sixths, eighths).
- Context is not allowed; items must be purely mathematical and not embedded in real-world scenarios.
- No comparison, ordering, or equivalence of fractions; focus is solely on representing or identifying a single unit fraction on the number line
- Requires number line interval stimulus
- Fraction must be less than 1
- Number line must end at 1
- Text Entry question stem MUST be "What is the length of the colored segment?<br/><i>Use a slash ( / ) to write your answer as a fraction.<i><br/><blank" and MCQ question stem MUST be "Which number line shows the fraction _____?"

Common Misconceptions:
* Students assume all highlighted segments represent unit fractions (fractions with numerator 1) even when the highlighted segment spans multiple unit intervals
* Students confuse the position of a fraction with the fraction itself, thinking that if a segment is in the third position, it represents the fraction 1/3 regardless of how many total parts exist
* Students count the tick marks instead of the intervals between them, leading them to identify 1/5 when the number line is divided into 4 equal parts
* Students misidentify which segment is highlighted, often selecting the segment that ends at a tick mark rather than the actual highlighted interval between two consecutive tick marks

Difficulty Definitions:
* Easy:
  - N/A
* Medium:
  - The interval starts at 0 and the student choose the number line that matches the fraction. (e.g. Which number line shows a colored segment with a length of 2/3?)
* Hard:
  - The interval starts at 0, but the student writes the fraction
(What fraction represents the length of the colored segment?)

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.A
Standard Description: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Identifying Equivalent Fractions on Number Lines
Lesson Order: 52.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.A+1
Standard Description: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Key Concepts:
*None specified*

Learning Objectives:
* Given four number lines with different points, identify which number lines show equivalent fractions.
* Identify whether two fractions are equivelent, given two number lines with their points graphed.

Assessment Boundaries:
* Assessment is restricted to:
- If a question has multiple fraction models, they need to all be the same size and shape, and but different parts and shading. 
- Only fractions that refer to the same whole may be compared or examined for equivalence unless the explicit intent is to assess reasoning about different wholes.
- Visual models (fraction models or number lines) are required for all questions and must clearly show equal-sized wholes and partitions.
- Items may require students to compare, match, or explain equivalence using visuals or words, but not to generate or simplify fractions algorithmically.
- No improper fractions, mixed numbers, or fractions greater than 1 for equivalence tasks; focus is on proper fractions and whole numbers as fractions (e.g., 2/2 = 1).
- No requirement to order fractions.
- No use of variables or algebraic symbols; only numeric fractions and visuals are used.
- No formal computation of least common denominators or cross-multiplication; reasoning must be based on size, visuals, or shared location on a number line
- For Yes or No question, question stem MUST be "Is ___ equivalent to ____?" and for Multiselects, question stem MUST be "Which points in the figure show fractions equivalent to point $P$?"

Common Misconceptions:
* Students assume that fractions with larger numbers are always bigger, thinking 2/8 is greater than 1/4 because 2 and 8 are larger than 1 and 4
* Students believe fractions are equivalent only if they have the same numerator and denominator, failing to recognize that different fractions like 1/2 and 2/4 can represent the same amount
* Students focus only on counting the number of parts rather than considering the size of each part, believing 1/3 and 1/6 are equivalent because both have "1" in the numerator
* Students incorrectly compare fractions by looking at the difference between numerator and denominator, thinking 2/3 and 3/4 are equivalent because both have a difference of 1

Difficulty Definitions:
* Easy:
  All points on the number line are labeled.

Students determine if two given points represent the same value (yes/no).
* Medium:
  All points are labeled.

Students identify which point is equivalent to a given point shown on the number line.

Variation: Only 0 and 1 are labeled; students decide yes/no if two points are equivalent.
* Hard:
  Only 0 and 1 are labeled.

Students determine which point is equivalent to a given point shown on the number line.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Finding Equivalent Fractions on Number Lines
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.A+2
Standard Description: Given multiple number lines with different fractions, identify two equivalent fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Given two number lines, identify which two fractions are equivalent. (<blank>/x and <blank>/y are equivalent fractions.)

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- Question stem MUST be Use the number lines to find a pair of equivalent fractions between 0 and 1. <br/> <blank>/x and <blank>/y are equivalent fractions.

Common Misconceptions:
* Students believe that larger denominators always mean smaller fractions, incorrectly concluding that 4/8 must be smaller than 2/4 without recognizing they represent the same location
* Students confuse the visual spacing between tick marks on different number lines, assuming that fractions at similar physical positions are equivalent even when the denominators create different interval sizes
* Students focus on counting tick marks from zero rather than identifying the actual fractional value at each position, leading them to match fractions based on position number rather than equivalent size
* Students think fractions are equivalent only if they have the same numerator or denominator, failing to recognize that 1/2 and 2/4 represent the same point on a number line

Difficulty Definitions:
* Easy:
  - Given two number lines, identify which two fractions are equivalent.
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Graph Equivalent Fractions
Lesson Order: 54.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.A+3
Standard Description: Given a fraction, graph and equivalent fraction on a number line.

Key Concepts:
*None specified*

Learning Objectives:
* Given a proper fraction less than 1 (e.g., 1⁄3) and a 0–1 number line already partitioned into a different, equivalent set of fractional units (e.g., twelfths), plot the fraction’s location.
* Given a simplified fraction, graph the corresponding point on a number line that is divided into equivalent fractions. For example, graph 1/4 on a number line that is partitioned into twelfths.
* Given an improper fraction greater than 1 (e.g., 5⁄3) and an extended number line partitioned into a different, equivalent set of fractional units (e.g., sixths), plot the fraction’s location.
* Given an improper fraction in simplest form (e.g., 5⁄3), students will accurately plot its location on a number line partitioned into equivalent unit fractions (e.g., sixths), demonstrating correct placement relative to whole-number benchmarks.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- Number line always starts at 0

Common Misconceptions:
* Students count tick marks instead of intervals when placing fractions on the number line, leading to incorrect positioning of equivalent fractions
* Students focus only on matching numerators and denominators rather than understanding that equivalent fractions represent the same point or distance on the number line
* Students incorrectly assume that fractions with different denominators cannot be equivalent, failing to recognize that 1/2 and 4/8 represent the same location
* Students struggle to properly partition number lines with different denominators, creating unequal intervals that result in misplaced equivalent fractions

Difficulty Definitions:
* Easy:
  - Proper fractions on the number line with labels at every tick mark.
* Medium:
  - Proper fractions with the number line that only labels whole numbers.
  - Improper fractions on the number line with labels at every tick mark.
* Hard:
  - Plot an improper fraction on an extended number line partitioned into equivalent fractional units (e.g., 5/3 on a number line divided into sixths).
  - The number line only labels whole numbers.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Recognizing Equivalent Fractions
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.B+1
Standard Description: Recognize and generate simple equivalent fractions, explaining why the fractions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
* Find which fraction is equivalent to a given fraction.
* Generate equivalent fractions by dividing both the numerator and denominator by the same nonzero number.

Assessment Boundaries:
* Assessment is restricted to: 
- ALL fractions must have denominators of 2, 3, 4, 6, or 8. 
- No improper fractions, mixed numbers, or fractions greater than 1 are required for equivalence tasks at this grade level. 
- No more than two fractions should be used to find equivalence for. 
- No use of variables or algebraic symbols; only numeric fractions and visuals are used. 
- No requirement to compare or order non-equivalent fractions; focus is solely on recognizing or generating equivalent fractions and explaining why they are equivalent
- No real world context
- Students should solve these by placing the fractions on number lines and seeing which are at the same point on the number line.
- The fraction given and the fraction answer may either both be non-simplified, or one of them is simplified.
- Question stems MUST ask, "Which fraction is equivalent to _____?"

Common Misconceptions:
* Students may place the fraction on the wrong point on the number line.

Difficulty Definitions:
* Easy:
  - ALL
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.C
Standard Description: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Whole Numbers and Equivalent Fractions
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.C+1
Standard Description: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Express a whole number as a fraction with a denominator of 1.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Whole Number Fraction Models
Lesson Order: 56.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.C+2
Standard Description: Select fractions equivalent to whole numbers using models

Key Concepts:
*None specified*

Learning Objectives:
* Select fraction equivalent to whole numbers using models (e.g. Count the equal parts. What fraction does this picture show?)

Assessment Boundaries:
* Assessment is restricted to:
- The simplified fractions must have denominators of 2, 3, 4, 6, or 8
- Models will show whole numbers broken up into the same number of equal parts.
- Answers will be improper fractions

Common Misconceptions:
* Students count only the shaded parts in one shape instead of counting all shaded parts across all complete shapes shown in the model
* Students create a proper fraction by putting the smaller number in the numerator, not recognizing that fractions equivalent to whole numbers must be improper fractions
* Students use the number of shapes as the denominator instead of using the number of equal parts that each individual shape is divided into
* Students write the total number of shapes as the numerator instead of counting the total number of equal parts across all shapes

Difficulty Definitions:
* Easy:
  - Numerator is up to 5
* Medium:
  - Numerator is up to 10
* Hard:
  - Numerator is up to 30

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Fractions Equivalent to Whole Numbers
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.C+3
Standard Description: Select fractions equivalent to whole numbers

Key Concepts:
*None specified*

Learning Objectives:
* Express a whole number as a fraction with a denominator of 1.
* Identify multiple fractions that are equivalent to the same whole number.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Generate Fractions Equivalent to Whole Numbers
Lesson Order: 58.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.C+4
Standard Description: Find fractions equivalent to whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Identify or sort fractions equivalent to 1.
* Type the missing number to complete the equivalent fractions for 1 (e.g., 1 = ?/2 = ?/4  or 1=?/3=5/5).
* Type the missing number to complete the equivalent fractions for a single-digit whole number (e.g., 4 = 16/4 = ?/2  or 4=?/4=?/2).

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only.
- Solution is restricted to only the knowledge of the 10 x 10 multiplication tables..
- Fractions must have denominators of 2, 3, 4, 5, 6, 8, or 10.
- The initial given whole number may only be up to 5.
- The denominators of the equivalent fractions 
- Do NOT spell out numbers (e.g. "one" instead of 1)
- No word problems
- The whole number fraction should ALWAYS have denominator 1 (e.g. in the form 3/1)

Common Misconceptions:
* Students believe that fractions with larger denominators cannot equal whole numbers, thinking that 8/8 must be less than 1 because 8 is a "big number" in the denominator
* Students confuse the numerator and denominator positions when expressing whole numbers as fractions, writing 1/4 instead of 4/1 for the whole number 4
* Students incorrectly assume that only fractions with denominator 1 can represent whole numbers, not recognizing that 6/2, 9/3, or 12/4 all equal whole numbers
* Students think they need to change the whole number when creating equivalent fractions, not understanding that 3 = 3/1 = 6/2 = 9/3 all represent the same value

Difficulty Definitions:
* Easy:
  - Identify fractions equivalent to 1.
* Medium:
  - Identify fractions that are equivalent to a whole numbers other than 1.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Compare Unit Fractions
Lesson Order: 59.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.D+1
Standard Description: Compare two unit fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Compare unit fractions.
* Order unit fractions

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- Comparisons are only among two fractions
- Students should not only enter a numerator or denominator. They should enter both or choose from options

Common Misconceptions:
* Compare shaded parts from models of different-sized wholes, forgetting that the wholes must be the same size for the comparison to be valid.
* Judge size by a poorly scaled number line, believing the point farther right is larger even when the tick spacing is inconsistent
* Think a unit fraction with the larger denominator is greater because the denominator’s number is bigger (e.g., assume 1/8 > 1/4).
* Try to decide which fraction is larger by subtracting or dividing the denominators rather than reasoning about the size of the parts.

Difficulty Definitions:
* Easy:
  - Include fraction models with fractions
  - Compare unit fractions.
* Medium:
  - Do not include fraction models.
  - Compare unit fractions.
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Comparing Fractions with the Same Numerator
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.D+2
Standard Description: Compare two fractions that have the same numerator.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two fractions with the same numerator using the inequality symbols
* Select the fractions greater than the given fraction (all with the same numerator.)
* Select the fractions less than the given fraction (all with the same numerator)

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- All fractions are less than 1
- Answer choices must ALWAYS be '>','<','='
- The answer is never "="
- Question stem MUST be "Which symbol makes this comparison correct?\n$\\frac{x}{x}$ _____ $\\frac{x}{x}$"
- Don't use 0 as numerator or denominator.

Common Misconceptions:
* Students compare fractions that refer to different-sized wholes without recognizing that valid comparisons require the same whole, such as comparing 3/4 of a large pizza to 3/8 of a small pizza
* Students correctly identify which fraction is larger but record the comparison symbol backwards, writing 1/4 > 1/2 when they know 1/2 is actually the larger fraction
* Students focus only on comparing the denominators numerically rather than understanding that when numerators are the same, the fraction with the smaller denominator represents larger pieces and therefore a larger total value
* Students incorrectly assume that fractions with larger denominators represent larger values, leading them to conclude that 2/8 > 2/4 because 8 > 4

Difficulty Definitions:
* Easy:
  - Compare two fractions with the same numerator using the inequality symbols
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Comparing Fractions with the Same Denominator
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.D+3
Standard Description: Compare two fractions that have the same denominator.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two fractions with the same denominator using the inequality symbols
* Select the fractions greater than the given fraction (all with the same denominator.)
* Select the fractions less than the given fraction (all with the same denominator)

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, 4, 6, or 8.
- All fractions are less than 1
- Answer choices must ALWAYS be '>','<','='
- The answer is never "="
- Question stem MUST be "Which symbol makes this comparison correct?\n$\\frac{x}{x}$ _____ $\\frac{x}{x}$"
- Don't use 0 as numerator or denominator.

Common Misconceptions:
* Students assume fractions can be compared even when they don't refer to the same whole, such as comparing 3/4 of a large pizza to 2/4 of a small pizza without recognizing the wholes must be identical
* Students compare denominators instead of numerators when fractions have the same denominator, incorrectly thinking that 2/8 > 6/8 because they focus on which denominator appears "bigger"
* Students confuse the comparison symbols, writing 5/6 < 2/6 when they correctly identify that 5/6 is greater, mixing up which direction the symbol should point
* Students incorrectly believe that larger numerators always mean larger fractions regardless of context, failing to recognize that 4/4 equals a whole while 3/4 is less than a whole

Difficulty Definitions:
* Easy:
  Compare two fractions with the same denominator using the inequality symbols
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.3.NF.A
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Comparing Fractions
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.D+4
Standard Description: Compare two fractions that have the same numerator or denominator.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two fractions with the same denominator
* Compare two fractions with the same numerator

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators of 2, 3, or 4 only.
- Only comparisons between two fractions with either the same numerator or the same denominator are allowed.
- Fractions must refer to the same whole unless the explicit intent is to assess reasoning about different wholes.
- Students must record the result of the comparison using the symbols >, =, or <.
- No more than two fractions are compared in a single item; no ordering or ranking of more than two fractions at once.
- No improper fractions, mixed numbers, or fractions greater than 1 are required for comparison tasks at this grade level.
- No use of variables or algebraic symbols; only numeric fractions and visuals are used.
- No formal computation of least common denominators or cross-multiplication; reasoning must be based on size, visuals, or shared location on a number line
- No real world context

Common Misconceptions:
* Believing the fraction with the larger denominator is greater when numerators are the same (e.g., thinking 2/8 > 2/3 because 8 > 3).
* Believing the fraction with the larger numerator is greater when denominators are the same, leading to errors like claiming 1/6 > 5/6 because 1 > 5
* Comparing fractions that come from differently sized wholes without recognizing the comparison is invalid.
* Relying on cross-multiplication or formal common-denominator procedures and making arithmetic slips instead of using visual or size reasoning as intended.

Difficulty Definitions:
* Easy:
  - Use same denominator.
  - Use inequality words (not symbols) (eg. less than, greater than, equal to).
* Medium:
  - Use same denominator or same numerator
  - Use inequality symbols >, =, or <.
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Understanding Clock Hands
Lesson Order: 64.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+1
Standard Description: Distinguish between hour and minute hands on analog clocks, demonstrate accurate minute reading using multiplication by fives and individual tick mark counting, and analyze hour hand positioning relative to elapsed time within each hour.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the hours on a clock for a given time.
* Identify the minutes on a clock for a given time.

Assessment Boundaries:
* Assessment is restricted to:
- Student is only asked to write either the hours or the minutes, but not both. In these cases, they are given one of the two.
- Times must be shown to the nearest minute; no seconds or intervals smaller than one minute.
- Clocks may be analog or digital; all times should be between 12:00 a.m. and 11:59 p.m..
- Problems may require identifying the exact time shown on an analog clock (hour and minute), or matching a digital time to an analog clock.
- Items may include times described as “quarter past,” “half past,” or “quarter till,” (or quarter to"), but must also require students to state or write the time numerically (e.g., 3:15, 4:30, 5:45).
- No elapsed time, addition, or subtraction of time intervals in this substandard (those are assessed separately under 3.MD.A.1b).
- No use of military time or 24-hour clock notation; only standard 12-hour clock format is used.
- Visuals must be clear and unambiguous, with minute and hour hands distinguishable and minute marks visible.
- No requirement to use or identify formal vocabulary such as “analog,” “digital,” “a.m.,” or “p.m.”, though these may appear incidentally.
- No estimation or rounding; exact time to the minute is required.

Common Misconceptions:
* - Count by fives from 12 to where the long hand points
- Check if the long hand has passed 12 yet
* - Count the individual tick marks after the last five if the hand is between numbers
- Use the number the short hand passed if the long hand passed 12, or use the number before if the long hand has not reached 12
* Students may confuse the minute and the hour hand.
* Students may count by 5's incorrectly to determine the minute hand.

Difficulty Definitions:
* Easy:
  The hand that they are reading is directly pointed at a labelled number.
* Medium:
  The hand that they are reading is not directly pointed at a labelled number.
* Hard:
  Word problem context

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Finding Elapsed Time
Lesson Order: 65.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+2
Standard Description: Find the elapsed time in mathematical problems.

Key Concepts:
*None specified*

Learning Objectives:
* Given start and end time, calculate the elapsed time.

Assessment Boundaries:
* Assessment is restricted to:
- Time intervals and clock times must be whole minutes; no seconds or intervals smaller than one minute.
- Elapsed time may cross bewteen am and pm
- All times must be between 12:00 a.m. and 11:59 p.m.; no use of military (24-hour) time or seconds.
- Always include a.m. or p.m. with time.
- No word problems.
- Single step problem.
- The answer must may not exceed one hour

Common Misconceptions:
* Converting hours to minutes (or vice versa) as though 1 hour = 100 minutes instead of 60
* Ignoring the a.m./p.m. labels and computing elapsed time as if both times were in the same half-day when they are not
* Incorrectly adding an extra 12 hours by assuming the interval can cross noon or midnight even though the problem states it stays within one 12-hour period
* Subtracting minutes without “borrowing” an hour when the end-time minutes are smaller than the start-time minutes

Difficulty Definitions:
* Easy:
  - Start and end times both end in a mutliple of 5
* Medium:
  – Only one start or end time ends in a multiple of 5
  - May cross am and pm.
* Hard:
  - Neither start nor end time end in a multiple of 5
  - May cross am and pm.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Reading and Writing Time
Lesson Order: 69.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+3
Standard Description: Write the time shown on the clock.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Elapsed Time Word Problems
Lesson Order: 67.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+4
Standard Description: Find the elapsed time: word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem to find elapsed time.

Assessment Boundaries:
* Assessment is restricted to:
- Time intervals and clock times must be whole minutes; no seconds or intervals smaller than one minute.
- Start times, end times, and elapsed times must all be within the same 12-hour period (e.g., no problems crossing noon or midnight).
- All times must be between 12:00 a.m. and 11:59 p.m.; no use of military (24-hour) time or seconds.
- Always include a.m. or p.m. with time.
- Must be word problems.
- Single step problem.
- Elapsed time that is more than one hour need to be written as ___ hours and ____ minutes. Mintutes cannot exceed 59.

Common Misconceptions:
* Ignoring a.m./p.m. labels and mistakenly calculating across noon or midnight even though the problem stays within one 12-hour period
* Separating hour and minute parts into two independent subtractions instead of converting everything to total minutes, leading to mismatched results when minutes require regrouping
* Subtracting minutes without borrowing an hour (e.g., 2:15 p.m. – 1:45 p.m. answered as 0:30 instead of 30 minutes)
* Treating minutes as base-10 and writing results like 3:65 instead of converting to 4:05 when adding minutes

Difficulty Definitions:
* Easy:
  - Start and end times both multiples of 5
* Medium:
  - At least one of the start or end times is not a multiple of 5
* Hard:
  - Neither start or end time is a multiple of 5

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Finding the End Times Word Problems
Lesson Order: 68.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+5
Standard Description: Solve word problems to find the end time.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem to find end time.

Assessment Boundaries:
* Assessment is restricted to:
- Time intervals and clock times must be whole minutes; no seconds or intervals smaller than one minute.
- Start times, end times, and elapsed times must all be within the same 12-hour period (e.g., no problems crossing noon or midnight).
- All times must be between 12:00 a.m. and 11:59 p.m.; no use of military (24-hour) time or seconds.
- Always include a.m. or p.m. with time.
- Must be word problems.
- Single step problem.
- When a time is greater than one hour, it should be written as hours and minutes. Minutes should never exceed 59.
- a.m. and p.m. should always be given to the student and they shouldn't have to decide between the two.

Common Misconceptions:
* Add or subtract minutes in base-10 form (e.g., 2:45 + 30 min = 2:75) instead of converting 60 minutes into an hour
* Ignore or misapply the a.m./p.m. tag, assuming the period of day never changes after adding/subtracting time
* Regroup incorrectly when crossing an hour while subtracting (e.g., 2:10 – 1:55 = 0:55 instead of 0:15)
* Skip or double-count a minute when marking hops on a number line, leading to an answer off by one minute

Difficulty Definitions:
* Easy:
  Start and end times both end in 0 or 5 (no regrouping needed).
* Medium:
  Elapsed time is less than 2 hours, but solving requires regrouping minutes across the :60 mark or ending on a minute that is not a multiple of 5.
* Hard:
  Elapsed time either:
  - requires regrouping across both hours and minutes, or
  - stretches across multiple hours.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Finding Start, End or Elapsed Time Word Problems
Lesson Order: 69.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+6
Standard Description: Solve word problems to find the start, end, or elapsed time.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem to find elapsed time.
* Solve a word problem to find end time.
* Solve a word problem to find start time.

Assessment Boundaries:
* Assessment is restricted to:
- Context: All questions are word problems.
- Problem Steps: Problems can be single or multi-step, involving one, two, or three time durations.
- Time Format: Time intervals are in whole minutes. No 24-hour time is used.
- A.M./P.M.: Higher-level problems require the inclusion of A.M. or P.M.
- Easy difficulty questions which are about finding the end time must always end as “Write your answer using only numbers and a colon (:). <br> <blank>”
- Easy difficulty questions which are about finding elapsed time that is more than one hour must always end as  “ <blank> hours and <blank> minutes.”
- Easy difficulty questions which are about finding elapsed time that is less than one hour must always end as  “<blank> minutes.
- Medium and Hard  difficulty questions must always end as “<br>Include A.M. or P.M. in your answer (for example, 11:58 A.M.).<br> <blank>

Common Misconceptions:
* Adds or subtracts minutes without regrouping, writing answers like 3:75 P.M. instead of 4:15 P.M.
* Counts each clock numeral as 1 minute when finding elapsed time, resulting in 12-minute rather than 60-minute jumps around the dial
* Leaves off or mislabels A.M./P.M., especially when a time interval crosses noon or midnight
* Misreads the analog clock, taking the hour hand’s between-numbers position as the exact hour shown by the previous numeral

Difficulty Definitions:
* Easy:
  The question involves a single duration, requiring a one-step calculation to find the start, end, or elapsed time.
* Medium:
  The question involves two durations, requiring students to first find a total duration before performing the final time calculation.
* Hard:
  The question involves three durations and may include more complex scenarios requiring careful interpretation of the sequence of events.

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Solving Two-Step Word Problems with Time
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+7
Standard Description: Solve two step start and end time word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a two step word problem to find the end time.
* Solve a two step word problem to find the start time.

Assessment Boundaries:
* Assessment is restricted to:
- Time intervals and clock times must be whole minutes; no seconds or intervals smaller than one minute.
- All times must be between 12:00 a.m. and 11:59 p.m.; no use of military (24-hour) time or seconds.
- Always include a.m. or p.m. with time.
- Must be word problems.
- Students are asked to "Include A.M. or P.M. in your answer (for example, 10:38 A.M.)."
- Mistaking A.M. for P.M. or vice versa cannot be a misconception
- Avoid word problems that only involve the simple addition or subtraction of two consecutive time durations (e.g., 'lasted 20 minutes and then 30 minutes'). Problems should require more context or conceptual understanding, such as including specific named activities, intervening information, or different units

Common Misconceptions:
* Adding or subtracting minutes in base-10 (e.g., 1:50 + 0:25 → 1:75) instead of converting groups of 60 minutes to an hour
* Attempting to cross noon or midnight in a single calculation despite the prompt limiting times to the same 12-hour period
* Leaving off or mislabeling “A.M.”/“P.M.”, or switching to 24-hour time when the problem specifies 12-hour notation
* Subtracting in the wrong order (end – start), giving negative or inflated elapsed times

Difficulty Definitions:
* Easy:
  - Two time intervals combined, with a total duration less than 2 hours, and all start/end minutes are multiples of 5 (no tricky regrouping).
Example:
After school, Ronald had a science club meeting for 30 minutes, followed by a choir rehearsal that lasted for 1 hour and 30 minutes. If Ronald got out of school at 3:30 P.M., what time did the choir rehearsal end?
* Medium:
  - Two time intervals combined, total duration less than 3 hours, with regrouping across the :60 mark or involving minutes not ending in 0/5 — but no A.M./P.M. change.
Example:
At soccer camp, Sanjay spent 1 hour and 5 minutes practicing defense and 1 hour and 30 minutes shooting. If the camp ended at 1:15 P.M., what time did it start?
* Hard:
  - Two time intervals combined, total duration 3+ hours or crosses A.M./P.M. (requires regrouping across both minutes and meridiem).
Example:
Shawna's track practice started at 5:50 P.M. Shawna practiced running relays for 35 minutes. Then she practiced the long jump for 1 hour and 50 minutes. What time did Shawna's track practice end?

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Measuring Liquid Volume
Lesson Order: 71.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.2+1
Standard Description: Measure and estimate liquid volumes using liters (l).

Key Concepts:
*None specified*

Learning Objectives:
* Select the appropriate unit to record an object's volume based on its size.

Assessment Boundaries:
* Assessment is restricted to:

Must ask, "Which is the better estimate for the volume of ________?".

e.g. "Which is a better estimate (ml or L) for the volume of a pepper shaker?" Answers: 33 milliliters, 22 liters

Answer can MUST have units and only the long form "liters" and "mililiters"

Only use liters and mililiters

Common Misconceptions:
* Adding extra calculation steps (e.g., converting units or combining volumes) even when the problem only asks to read or identify a single measurement
* Assuming the liquid always equals the nearest higher labeled tick instead of estimating between marks (overestimating volume)
* Misreading fractional tick marks, e.g., calling 2 ½ L “2 L” or converting ¼-liter marks into decimals like 0.25 L
* Some students may assume that the only standard unit for measuring liquids is liters, overlooking milliliters or larger quantities like kiloliters.
* Students may confuse grams and kilograms, which are units of mass, with liters, which measures liquid volume.
* Students might think that grams, kilograms, and liters can be used interchangeably, not understanding that grams and kilograms measure mass while liters measure volume.
* Treating centimeters, grams, or milliliters as interchangeable with liters when choosing a unit for liquid volume

Difficulty Definitions:
* Easy:
  - All questions are the same level of difficulty.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Measuring Mass
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.2+2
Standard Description: Measure and estimate the masses of objects using standard units of grams (g) and kilograms (kg).

Key Concepts:
*None specified*

Learning Objectives:
* Select the appropriate unit (grams or kilograms) to record an object's mass based on its size.

Assessment Boundaries:
* Assessment is restricted to:

Must ask, "Which is the better estimate for the mass of ________?".

e.g. "Which is a better estimate for the mass of a toothbrush?" Answers: 26 grams, 26 kilograms

Answer can MUST have units and only the long form "kilograms" and "grams"

Only use kilograms and grams

Common Misconceptions:
* Choosing kilograms for tiny items or grams for very heavy items because they match the word “weight” heard in everyday talk rather than the actual size of the object
* Reading just the nearest labeled number and ignoring where the pointer lands between marks
* Thinking 1 kg equals 100 g (or other wrong gram-to-kilogram conversions) when interpreting a scale
* Treating every unlabeled tick mark as 1 g (or 1 kg) instead of matching it to the interval shown between labeled numbers

Difficulty Definitions:
* Easy:
  - All questions are the same level of difficulty.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 3rd Grade
Unit ID: Math Grade 3 Unit 9
Unit Name: Time and Measurement
Cluster ID: CCSS.MATH.CONTENT.3.MD.A
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Mass and Volume Problems
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.2+3
Standard Description: Solve word problems involving the addition, subtraction, multiplication, or division of masses or volumes, with all measurements provided in the same unit

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems about adding masses.

Assessment Boundaries:
* Assessment is restricted to:

Arithmetic students know is multiplication/division only including up to 10 by 10 multiplication facts, and addition and subtraction within 1000,

All measurements of mass and volume must use standard metric units: grams (g), kilograms (kg), or liters (l); no other units (such as milligrams, pounds, or milliliters) are permitted.

All measurements in a given problem must use the same unit (e.g., all in grams, all in kilograms, or all in liters); no conversion between units required or allowed.

All numbers used in problems must be whole numbers; no decimals, fractions, or negative numbers.

No compound units (e.g., cm³) or problems involving geometric volume calculations.

No multiplicative comparison language (e.g., “times as much”).

Visual models (such as beakers or scales) may be included but are not required.

No context or word problems requiring conversion between units (e.g., grams to kilograms).

No use of variables or algebraic symbols; only numeric values are used.

No use of negative numbers or zero as a divisor.

No requirement to estimate; all answers should be exact and based on the given data.

When three digit numbers are used, at least one of them must be a multiple of ten.

One step problems only.

Common Misconceptions:
* Students could subtract one liquid volume from another instead of adding them together when the problem asks for a total amount, Students might ignore the units of measurement, leading them to incorrectly combine or compare values that should be in the same unit, Students may misinterpret the wording of the problem, believing that adding liquids in containers causes evaporation or spillover, which complicates the simple addition process
* Students might multiply the quantities instead of adding them, mistakenly treating the problem as a multiplication task.

Difficulty Definitions:
* Easy:
  - Only single digits are used.
* Medium:
  - At least one number is two digits.
* Hard:
  - May use three digit numbers for addition and subtraction.
  - Multiplication uses only factors of 6, 7, 8 or 9.

---

Subject: Math
Course: 3rd Grade
Unit ID: OA
Unit Name: Operations & Algebraic Thinking
Cluster ID: CCSS.MATH.CONTENT.3.OA.C
Cluster Name: Multiply and divide within 100.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.3.OA.C.7+3
Standard Description: Fluently multiply and divide within 100.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 3rd Grade Staging
Unit ID: Math Grade 3 Unit 4
Unit Name: Problem Solving
Cluster ID: CCSS.MATH.CONTENT.3.OA.D.8-Staging
Cluster Name: The student applies mathematical process standards to represent and explain fractional units.
Lesson Name: One Step Word Problems
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.8+8
Standard Description: Represent and solve one-step multiplication and division problems within 100 using equations.

Key Concepts:
*None specified*

Learning Objectives:
* Students will identify a multiplication equation from a fact family that can be used to represent a division-based real-world problem.
* Students will select a division equation to find the number of groups or the size of each group in a real-world scenario when given the total amount.
* Students will select a multiplication equation to find the total number of items in a real-world scenario when given the number of groups and the size of each group.

Assessment Boundaries:
* Assessment is restricted to:

Operational Limits: Single-step multiplication or division only.

Numerical Limits: All products and dividends must be within 100.

Representations: Items focus on selecting the correct equation to represent the scenario.

Context: Real-world scenarios involving equal groups and measurements.

Distractors: Use the same numerical values from the stem with incorrect operations (+, -, x, /).

Exclusions: No multi-step problems; no remainders; no letter variables.

Question stem shouldn't spell out numbers like two, thirty five etc. It should only use the numbers directly (Ex - 2, 35 etc)

Common Misconceptions:
* Confuses additive and multiplicative relationships when seeing the word "each" in a problem.
* Misinterprets the relationship between factors and products by multiplying all given numerical values.
* Selects the inverse operation because of a failure to identify the total amount.
* Subtracts a smaller group size from the total instead of dividing into equal groups.

Difficulty Definitions:
* Easy:
  Problems requiring a direct representation where the equation's operation matches the scenario's action, such as division for sharing a total or multiplication for finding a total sum.
* Medium:
  Problems requiring the identification of an inverse multiplication equation to represent or solve a scenario that is conceptually based on division.
* Hard:
  N/A

---

Subject: Math
Course: 3rd Grade Supporting Lessons
Unit ID: Math Grade 3 Unit 14
Unit Name: Hole-Filling Lessons
Cluster ID: CCSS.MATH.CONTENT.3.MD.A+1
Cluster Name: Solve problems involving measurement and estimation.
Lesson Name: Using Clock Times to Solve Elapsed Time Problems
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.3.MD.A.1+8
Standard Description: Use clock times to solve elapsed time problems.

Key Concepts:
*None specified*

Learning Objectives:
* Given a start time and two time intervals in minutes (one duration to the first finish time, then an additional “__ minutes after”), determine the final end time and select the matching clock image.

Assessment Boundaries:
* Assessment is restricted to:                                                                                                                                     - Items MUST be time-duration word problems in minutes (including adding multiple activity durations to find total elapsed time). An analog clock face is provided as a pictorial reasoning tool; it does not need to display a start or end time.
- **MCQ MUST have exactly 4 options** and **exactly 1 correct**.
- Time intervals MUST be **whole minutes** (typically multiples of 5); no seconds;
- Times MUST be within a **single half-day** (a.m. or p.m.);
- Distractors MUST reflect common misconcceitions.

Common Misconceptions:
* Adds only the second interval to the start time, ignoring the first interval.
* Confuses hour and minute hand positions when reading the analog clock face.
* Moves the minute hand correctly but fails to advance the hour hand appropriately.
* Subtracts intervals when the problem requires addition or adds when subtraction is needed.

Difficulty Definitions:
* Easy:
  Single-step** elapsed-time: add **one** time interval (in minutes) to a start time.
Start time shown on an **analog clock**;
Answer choices are text times** (with A.M./P.M.), 4 options.
* Medium:
  Total time across activities**: add 3 durations in minutes; convert total to **hours + minutes** when > 60, **text duration options**, 4 options.
No multi-step “after the first finish time” chaining.
* Hard:
  Two-step** elapsed-time (chain): Person A finish time + “Person B finished __ minutes after Person A.”
Uses **clock-image answer choices** (4 analog clocks as options), 4 options.
Distractors are tied to **partial sum / wrong reference point / clock-reading errors**.

---

Subject: Math
Course: 3rd Grade Supporting Lessons
Unit ID: Math Grade 3 Unit 14
Unit Name: Hole-Filling Lessons
Cluster ID: CCSS.MATH.CONTENT.3.NF.A+1
Cluster Name: Develop understanding of fractions as numbers.
Lesson Name: Comparing Fractions Using Fraction Models
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.3.NF.A.3.D+5
Standard Description: Compare fractions with the same numerator or denominator using fraction models.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two fractions represented by circle fractional models with the same numerator and identify the true inequality statement with correct justification based on the number of shaded parts.
* Compare two fractions represented by same-size rectangular bar models divided with the same denominator and identify the true inequality statement with correct justification based on the number of shaded parts.
* Determine which described partition-and-shade representation of a same-size circle does not produce a fraction less than a given benchmark fraction represented by a divided and shaded circle model.
* Given 4 models, identify which two fractional models represent equivalent fractions based on the proportion of the whole that is shaded.

Assessment Boundaries:
* Assessment is restricted to:
Fractions may be compared if they share the same numerator, share the same denominator, or are equivalent fractions formed by multiplying or dividing the numerator and denominator by the same number.
Fractions must have denominators of 2, 3, 4, 6, or 8.
All fractions are less than 1
Don't use 0 as numerator or denominator. 

Explanation Requirements
Explanations MUST be blank

Common Misconceptions:
* Choose a model where each part equals the whole.
* Choose a model with the wrong number of boxes.
* Choose diagrams where parts are not equal.
* Miscount the number of groups in the diagram.

Difficulty Definitions:
* Easy:
  Compare two fractions represented by same-size rectangular bar models divided with the same denominator and identify the true inequality statement with correct justification based on the number of shaded parts.
Compare two fractions represented by circle fractional models with the same numerator and identify the true inequality statement with correct justification based on the number of shaded parts.
* Medium:
  Determine which described partition-and-shade representation of a same-size circle does not produce a fraction less than a given benchmark fraction represented by a divided and shaded circle model.
Given 4 models, identify which two fractional models represent equivalent fractions based on the proportion of the whole that is shaded.
* Hard:
  N/a

---

Subject: Math
Course: 3rd Grade Supporting Lessons
Unit ID: Math Grade 3 Unit 14
Unit Name: Hole-Filling Lessons
Cluster ID: CCSS.MATH.CONTENT.3.OA.B+2
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Represent Division Word Problems with Strip Diagrams
Lesson Order: 113.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+6
Standard Description: Represent division word problems with strip diagrams.

Key Concepts:
*None specified*

Learning Objectives:
* Match a division problem to the correct strip diagram without question marks.

Assessment Boundaries:
* Assessment is restricted to:  
Whole numbers only

MUST stay within 10 x 10 times tables

Incorrect answer choices CANNOT be be a correct division with divided (e.g. if question is for 20 \div 4, then 20 \div 5 is invalid) 

Question stem MUST be like: "Which model matches $__ \div __$?

All answer options MUST have the same total number (dividend)

Common Misconceptions:
* Students assume the number of sections drawn is always the quotient.
* Students mix up whether the divisor represents the number of groups or the number in each group.
* Students think division means “take away” instead of “split into equal groups.
* Students use too many or too few equal parts when representing the total.

Difficulty Definitions:
* Easy:
  At least one factor is 5 or less
"show_unknown": true, "show_factor": false
* Medium:
  At least one factor is greater than 5
"show_unknown": false, "show_factor": true
* Hard:
  N/a

---

Subject: Math
Course: 3rd Grade Supporting Lessons
Unit ID: Math Grade 3 Unit 14
Unit Name: Hole-Filling Lessons
Cluster ID: CCSS.MATH.CONTENT.3.OA.B+2
Cluster Name: Understand properties of multiplication and the relationship between multiplication and division.
Lesson Name: Solving Division Word Problems with Strip Diagrams
Lesson Order: 114.0
Standard ID: CCSS.MATH.CONTENT.3.OA.B.6+7
Standard Description: Solve division word problems with strip diagrams.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the strip diagram that correctly represents a total amount divided equally among a specified number of groups by showing the total as a single whole partitioned into equal unknown parts corresponding to each group.
* Determine which strip diagram accurately represents a situation in which a given number of equal groups each contain the same amount and the total is unknown, requiring repeated equal units to model the situation.
* Identify the strip diagram that correctly models equal sharing of a total quantity into a specified number of equal groups by representing the total as partitioned into equal parts with each part labeled as the unknown group size.
* Select the bar model that correctly represents a total quantity partitioned into a given number of equal groups when the total amount and number of items are provided.

Assessment Boundaries:
* Assessment is restricted to:  
Whole numbers only

MUST stay within 10 x 10 times tables

Incorrect answer choices CANNOT be be a correct division with divided (e.g. if question is for 20 \div 4, then 20 \div 5 is invalid)

Incorrect answer choices  CANNOT show the correct number of equal groups as stated in the question.

Common Misconceptions:
* Label each partition with the total instead of representing the total as one whole divided into equal parts.
* Reverse the meaning of the divisor and quotient (confuse number of groups with the amount in each group).
* Select a diagram with an incorrect number of partitions (not equal to the divisor in the problem).
* Select a model where the parts are not equal in size.

Difficulty Definitions:
* Easy:
  All questions are easy
* Medium:
  N/a
* Hard:
  N/a

---

Subject: Math
Course: 3rd Grade Supporting Lessons
Unit ID: Math Grade 3 Unit 14
Unit Name: Hole-Filling Lessons
Cluster ID: CCSS.MATH.CONTENT.3.OA.D+2
Cluster Name: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Lesson Name: Even and Odd: Real World Problems
Lesson Order: 112.0
Standard ID: CCSS.MATH.CONTENT.3.OA.D.9+10
Standard Description: Solve real world problems involving identifying even and odd numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Determine whether a given whole number in a real-world context is even or odd.

Assessment Boundaries:
* Assessment is restricted to:                                                                                     Whole numbers only

Real-world contexts where a rule depends on whether numbers are even or odd

Sets of numbers presented as lists, arrays, or simple visual groupings

Questions that require students to:

Identify even or odd numbers, or

Filter a group of numbers based on parity

Evenness determined by grouping objects into pairs or by recognizing number patterns

No use of variables, algebraic expressions, or division algorithms

Numbers are within a grade-appropriate range (two-digit numbers or smaller)

Common Misconceptions:
* Student believes odd numbers can be split into equal pairs
* Student ignores the rule in the context and selects all numbers
* Student misclassifies numbers ending in 0 as odd
* Student selects numbers based on size rather than parity

Difficulty Definitions:
* Easy:
  Determine whether a given whole number in a real-world context is even or odd.
* Medium:
  Select numbers from a set that satisfy an even or odd condition based on a stated rule.
* Hard:
  Use parity (even or odd) to justify which options are allowed or not allowed in a situation.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.1
Standard Description: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that \(700 \div 70 = 10\) by applying concepts of place value and division.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Relationship Between Place Values
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.1+1
Standard Description: Recognize that each place value position represents ten times the value of the position to its right.

Key Concepts:
*None specified*

Learning Objectives:
* Determine what number a given number is 10 times as much as
* Determine what number is 10 times as much as a given number

Assessment Boundaries:
* Assessment is restricted to:
- Numbers with only one non-zero digit (e.g., 4, 60, 300, 8,000, 50,000)
- Number range from ones place to hundred thousands place (1 to 999,999)
- Multiplication factor of exactly 10 (not 100, 1,000, or other factors)

Common Misconceptions:
* Assuming a digit’s value is the same no matter its place (e.g., 7 in tens vs hundreds).
* Canceling all zeros in division (e.g., 7,000 ÷ 700 = 1) instead of recognizing the place-value factor of 10.
* Comparing by difference (how much more) instead of by factor (how many times; should be ×10 for one-place left).
* “Counting zeros” and claiming a one-place left shift makes a digit 100× or 1000× larger instead of exactly 10×.

Difficulty Definitions:
* Easy:
  Numbers range from single digits to 4-digit numbers (maximum value of 9,999)
Both given numbers and answers stay within the range of 1-9,999
* Medium:
  Numbers range from 5 to 6-digit numbers (up to 999,999)
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Converting Between Place Values
Lesson Order: 3.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.1+3
Standard Description: Convert between place values.

Key Concepts:
*None specified*

Learning Objectives:
* Convert hundred thousands to ten thousands
* Convert hundreds to tens
* Convert ten thousands to thousands
* Convert tens to ones
* Convert thousands to hundreds

Assessment Boundaries:
* Assessment is restricted to:
- Up to the hundred thousands place.
- Numbers with only one non-zero digit (e.g., 4, 60, 300, 8,000, 50,000)
- No word problems.

Common Misconceptions:
* Confuses ten-times rule, thinking each place is 100× the place to its right.
* Writes same numeral when units change, e.g., 5 hundreds → 5 tens.

Difficulty Definitions:
* Easy:
  Place values limited to ones, tens, hundreds, and thousands
Conversions between lower place values (ones ↔ tens, tens ↔ hundreds, hundreds ↔ thousands)
Smaller numbers and more familiar place values
* Medium:
  Extends to include ten thousands and hundred thousands
Conversions may involve larger place values (thousands ↔ ten thousands, ten thousands ↔ hundred thousands)
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Writing Numbers: Convert Between Words and Digits
Lesson Order: 4.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.2+1
Standard Description: Read and write multi-digit whole numbers in standard and word forms

Key Concepts:
*None specified*

Learning Objectives:
* Convert a Number from Standard Form to Word Form
* Convert a number from standard form to word form
* Convert a number from word form to standard form

Assessment Boundaries:
* Assessment is restricted to:
- Numbers from 100 to 999,999 (3-digit to 6-digit whole numbers)
- Conversion between standard form with commas (e.g., 51,405) and word form with hyphens for compound numbers (e.g., fifty-one thousand four hundred five)
- Both conversion directions: digits to words and words to digits
* Assessment is restricted to:
- Numbers from 100 to 999,999 (3-digit to 6-digit whole numbers)
- Conversion between standard form with commas (e.g., 51,405) and word form with hyphens for compound numbers (e.g., fifty-one thousand four hundred five)
- Both conversion directions: digits to words and words to digits
- Numbers may include zeros in any position except the leading digit
- Standard form must use proper comma notation to separate thousands
- Word form follows standard conventions (hyphens for numbers 21-99, "thousand" separator, no "and", and no comma anywhere)
- Text entry questions should just be going from word form to standard form
- The question stem should either be: "How do you write this number using digits?" OR "How do you write this number using words?" with the number on a new line

Common Misconceptions:
* Leaves out placeholder zeros for unnamed places when going from word form to digits
* Reverses digits

Difficulty Definitions:
* Easy:
  3-digit numbers only (100-999)
Multiple choice format with 4 options
* Medium:
  4-digit to 5-digit numbers (1,000-99,999)
May include zeros in tens and/or ones places
Multiple choice format with 4 options
* Hard:
  6-digit numbers (100,000-999,999)
Text entry or multiple choice format
Numbers may have zeros in interior positions requiring careful attention to place value

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Comparing Numbers in the Thousands
Lesson Order: 6.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.2+2
Standard Description: Compare two multi-digit whole numbers up to one million based on the place value of their digits, and use comparison symbols (>, =, <) to record the results.

Key Concepts:
*None specified*

Learning Objectives:
* Compare numbers with different number of digits.
* Compare two 4 digit numbers.
* Compare two 5 digit numbers.
* Compare two 6 digit numbers.
* Determine which comparison symbol (>, <, or =) makes a statement with two given numbers true.
* Identify all true comparison statements from a set of four given statements.
* Identify numbers that are greater than and/or less than given numbers.
* Order a list of 4, 5, or 6 digit numbers.
* Select all the true comparison sentences.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers from 1,000 to 999,999 (4-digit to 6-digit numbers, up to one million)
- Direct numerical comparison only (no word problems, real-world contexts, or applied scenarios)
- Using only the three comparison symbols: >, <, and =

Common Misconceptions:
* Assumes larger first digit always means larger number, ignoring extra digits in longer numbers.
* Compares ones digits first, ignoring higher-place values when determining greater number.
* Drops zeros within numbers, misaligning place-value comparison and reaching incorrect equality or order.
* Reverses meaning of “>” and “<”, placing symbol toward the larger number incorrectly.

Difficulty Definitions:
* Easy:
  Single comparison between two numbers (select one symbol: >, <, or =)
Numbers with 4-5 digits or 6 digits with clear leading digit differences
* Medium:
  Multi-select format requiring evaluation of 4 comparison statements
All numbers have 6 digits
Mix of true and false statements using all three symbols (>, <, =)
At least one statement is clearly true and one clearly false (i.e., there are clear leading digit differences for incorrect answer options)
* Hard:
  Multi-select format requiring evaluation of 4 comparison statements
Numbers are very close in value, requiring careful digit-by-digit comparison
Numbers designed to have identical leading digits with differences in later place values

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Expanded Form
Lesson Order: 5.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.2+3
Standard Description: Convert between standard form and expanded form for multi-digit whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a number in standard form to expanded form of [Number of hundreds] hundreds + [Number of tens] tens + [Number of ones] ones (e.g., 4581 = 40 hundreds + 50 tens + 81 ones)
* Convert numbers from expanded form to standard form.
* Convert numbers from standard form to expanded form.
* Convert the following expanded form into standard form: [Number of hundreds] hundreds + [Number of tens] tens + [Number of ones] ones. (e.g. 40 hundreds + 50 tens + 81 ones = 4581)
* Write a Number in Expanded Form Using Addition Only (e.g., 4,000 + 300 + 20 + 1)
* Write a Number in Expanded Form Using Multiplication (e.g., 4 × 1,000 + 3 × 100 + 2 × 10 + 1 × 1)

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers up to 6 digits (up to 1,000,000)
- Two conversion directions: standard form to expanded form, and expanded form to standard form

Common Misconceptions:
* Drops one repeated digit, omitting its place in expanded or standard conversion.
* Miscounts zeros, interpreting 6 × 10,000 as 6,000 in standard form.
* Shifts digits left when encountering zero, misaligning all subsequent place values.
* Writes digits as simple addends, ignoring place value (e.g., 4 + 5 + 6).

Difficulty Definitions:
* Easy:
  Numbers under 100,000 (4-5 digits)
Place values up to ten thousands
* Medium:
  Numbers 100,000 or greater (6 digits)
Place values include hundred thousands
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Value of a Digit
Lesson Order: 1.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.2+4
Standard Description: Find the value of a digit.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the value of the underlined digit (hundred thousands place)
* Determine the value of the underlined digit (hundred's place)
* Determine the value of the underlined digit (one's place)
* Determine the value of the underlined digit (ten thousands place)
* Determine the value of the underlined digit (ten's place)
* Determine the value of the underlined digit (thousands place)
* Determing the value of the underlined digit (hundred thousands place)
* Determing the value of the underlined digit (hundred's place)
* Determing the value of the underlined digit (one's place)
* Determing the value of the underlined digit (ten thousands place)
* Determing the value of the underlined digit (ten's place)
* Determing the value of the underlined digit (thousands place)

Assessment Boundaries:
* Assessment is restricted to:
- Up to the hundred thousands place.

Common Misconceptions:
* Students confuse the digit itself with its place value, thinking that the digit 5 in the tens place has a value of 5 instead of 50
* Students count place values from right to left incorrectly, often skipping or miscounting positions when working with larger numbers in the thousands or ten thousands places
* Students identify the correct digit but assign it the value from the wrong place position, such as saying the 3 in the hundreds place of 1,347 has a value of 30 instead of 300
* Students mix up similar place value names, confusing tens with hundreds or thousands with ten thousands when determining a digit's value

Difficulty Definitions:
* Easy:
  Determine which number's underlined digit is worth a given amount
* Medium:
  Determining the value of the underlined digit
* Hard:
  n/a

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.3
Standard Description: Use place value understanding to round multi-digit whole numbers to any place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Rounding Numbers
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.3+1
Standard Description: Round multi-digit whole numbers to any place value using place value understanding.

Key Concepts:
*None specified*

Learning Objectives:
* Round a given 2-digit number to the nearest ten.
* Round a given 3-digit number to the nearest hundred.
* Round a given 3-digit number to the nearest ten.
* Round a given 4-digit number to the nearest hundred.
* Round a given 4-digit number to the nearest ten.
* Round a given 4-digit number to the nearest thousand.
* Round a given 5-digit number to the nearest hundred.
* Round a given 5-digit number to the nearest ten thousand.
* Round a given 5-digit number to the nearest ten.
* Round a given 5-digit number to the nearest thousand.
* Round a given 6-digit number to the nearest hundred thousand.
* Round a given 6-digit number to the nearest hundred.
* Round a given 6-digit number to the nearest ten thousand.
* Round a given 6-digit number to the nearest thousand.
* Round a given 7-digit number to the nearest hundred thousand.
* Round a given 7-digit number to the nearest hundred.
* Round a given 7-digit number to the nearest million.
* Round a given 7-digit number to the nearest ten thousand.
* Round a given 7-digit number to the nearest ten.
* Round a given 7-digit number to the nearest thousand.

Assessment Boundaries:
* Assessment is restricted to:
* **Whole numbers only** (no decimals, fractions, or negative numbers)
* **Numbers ranging from 2 digits to 7 digits** (up to the millions place)
* **Rounding to the following place values:** tens, hundreds, thousands, ten thousands, hundred thousands, or millions
* **Standard rounding rules:** digits less than 5 round down; digits 5 or higher round up
* **No carry-over from 9s:** Exclude questions where the digit in the rounding place is a 9 **if** the number rounds up (prevents carrying over to the next place value, e.g., 196 → 200).
* **Consistent digit count:** The rounded result must always have the same number of digits as the original number (e.g., exclude cases like 95 → 100 ).

Common Misconceptions:
* Always rounds numbers up, interpreting “nearest” as “next larger” value.
* Consults the target place digit, not the digit to its right, when rounding.
* Stops at 9; neglects to carry over when rounding causes digit to become 10.
* Treats a 5 as “round down,” believing only 6–9 trigger rounding up.

Difficulty Definitions:
* Easy:
  Numbers with 2-3 digits
* Medium:
  Numbers with 4-5 digits
* Hard:
  Numbers with 6-7 digits

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Rounding Tables
Lesson Order: 8.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.3+2
Standard Description: Round multi-digit whole numbers to any place by completing a table.

Key Concepts:
*None specified*

Learning Objectives:
* Round a given whole number up to five specified place values (hundred thousand, ten thousand, thousand, hundred, and ten)

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers from 10,000 to 999,999 (5-digit and 6-digit numbers)
- Rounding to place values: hundred thousand, ten thousand, thousand, hundred, and ten
- Standard rounding rules: if the digit to the right is 5 or greater, round up; if less than 5, round down
- Table completion format where students round a single number to up to five place values
* Assessment is restricted to:
- Whole numbers from 10,000 to 999,999 (5-digit and 6-digit numbers)
- Rounding to place values: hundred thousand, ten thousand, thousand, hundred, and ten
- Standard rounding rules: if the digit to the right is 5 or greater, round up; if less than 5, round down
- Table completion format where students round a single number to up to five place values
- The question stem MUST be: "Complete the table. Round [number] to each place."

Common Misconceptions:
* Always zeros out following digits without adjusting, effectively always rounding down.
* Confuses which digit determines rounding, checking the target place rather than the one right.
* Copies previously rounded entry for new place, ignoring original number each row.
* Treats 5 as “round down,” assuming only 6–9 trigger rounding up.

Difficulty Definitions:
* Easy:
  2-3 rounded values pre-filled in table as scaffolding
* Medium:
  1 rounded values pre-filled in table as scaffolding
* Hard:
  No pre-filled values

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 1
Unit Name: Place Value
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Rounding Puzzles
Lesson Order: 9.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.3+3
Standard Description: Solve rounding puzzles.

Key Concepts:
*None specified*

Learning Objectives:
* Determine a number when given specific digits it contains and its rounding result
* Determine possible values for a missing digit when the rounding result is known
* Find a possible value for a number when given two different rounding results at different place values
* Find the greatest possible value for a number that rounds to a given result
* Find the least possible value for a number that rounds to a given result

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only (no decimals or fractions)
- Numbers ranging from two to seven digits
- Rounding to the nearest ten, hundred, thousand, or ten thousand
- Abstract number puzzles without real-world contexts or word problems
- Understanding that digits 0-4 in the rounding place cause rounding down, and digits 5-9 cause rounding up
- Questions may have single correct answers, multiple correct answers, or ranges of correct answers

Common Misconceptions:
* Assumes one number cannot meet two different rounding constraints, claims no possible answer.
* Looks at the rounding digit, not its neighbor, to decide up or down.
* Treats a right-hand digit of 5 as round-down instead of round-up.
* Uses midpoint value as inclusive upper bound, giving greatest value 795,000 not 794,999.

Difficulty Definitions:
* Easy:
  Determining missing digits given a single rounding constraint
Finding the greatest possible value that rounds to a given number
Straightforward application of rounding rules
* Medium:
  Finding the least possible value that rounds to a given number (requires inverse reasoning)
Determining the complete number when given specific digits it contains and its rounding result
Problems with multiple constraints where a number must round to different values at different place values
Larger numbers extending into the millions
Requires working backwards from constraints and more complex logical reasoning
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+6
Standard Description: Write an improper fraction as a sum of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Write an improper fraction as a sum of fractions

Assessment Boundaries:
* Assessment is restricted to:
- Fractions used have denominators only from the set {2, 3, 4, 6, 8, 10, 12}.
- Fractions represent parts of one and the same whole; no fractions representing parts of different wholes within one problem.
- Fractions must have like denominators.
- Fractions must be positive, representing parts of a whole; zero or negative fractions are excluded.
- Visual models allowed: fraction bars, area models, or number line diagrams illustrating equal partitioning of the whole.
- Decimals, mixed operations with multiplication/division, or fraction comparisons beyond same denominators are excluded.
- No graphs, data sets, or other unrelated mathematical representations are included.
- Number line representations limited to partitions consistent with the five denominators allowed.
- Questions must not involve mixed number

Common Misconceptions:
* Students change the denominator when writing the sum, using different denominators instead of keeping the same denominator throughout (e.g., writing 5/3 = 1/3 + 1/3 + 1/2 instead of 1/3 + 1/3 + 1/3 + 1/3 + 1/3)
* Students incorrectly count the number of unit fractions needed, often miscounting and writing too few or too many unit fractions in their sum
* Students try to simplify or reduce fractions during the process instead of maintaining the original denominator for all unit fractions in the sum
* Students write the improper fraction as a mixed number instead of as a sum of unit fractions (e.g., writing 7/4 = 1 3/4 instead of 7/4 = 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4)

Difficulty Definitions:
* Easy:
  - All questions are easy.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+7
Standard Description: Decompose fractions multiple ways.

Key Concepts:
*None specified*

Learning Objectives:
* Decompose fractions multiple ways

Assessment Boundaries:
* Assessment is restricted to:
- Fractions used have denominators only from the set {2, 3, 4, 6, 8, 10, 12}.
- Fractions represent parts of one and the same whole; no fractions representing parts of different wholes within one problem.
- Fractions must have like denominators.
- Fractions must be positive, representing parts of a whole; zero or negative fractions are excluded.
- Decimals, mixed operations with multiplication/division, or fraction comparisons beyond same denominators are excluded.
- Proper or improper fractions (no questions with mixed numbers)

Common Misconceptions:
* Students add denominators together when combining fractions in their decomposition, writing 1/4 + 1/4 + 1/4 = 3/12 instead of 3/4
* Students believe there is only one correct way to decompose a fraction and stop after finding the first decomposition instead of exploring multiple possibilities
* Students change the denominator when decomposing fractions, writing something like 3/4 = 1/2 + 1/4 instead of keeping the same denominator throughout
* Students think they can only decompose fractions by breaking them into unit fractions (fractions with numerator 1), not realizing they can use any combination of fractions with the same denominator

Difficulty Definitions:
* Easy:
  - proper fraction less than one
* Medium:
  - Improper fraction
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Decomposing Fractions Less than One
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+1
Standard Description: Decompose proper fractions into a sum of fractions in multiple ways.

Key Concepts:
*None specified*

Learning Objectives:
* Find equivalent expressions for the same fraction sum by writing the total as different combinations of addends with the same denominator that result in the same value in mathematical problems.
* Find equivalent expressions for the same fraction sum by writing the total as different combinations of addends with the same denominator that result in the same value in real world context

Assessment Boundaries:
* Assessment is restricted to:
- Fractions used have denominators only from the set {2, 3, 4, 6, 8, 10, 12}.
- Fractions represent parts of one and the same whole; no fractions representing parts of different wholes within one problem.
- Fractions must have like denominators.
- Fractions must be positive, representing parts of a whole; zero or negative fractions are excluded.
- Visual models allowed: fraction bars, area models, or number line diagrams illustrating equal partitioning of the whole.
- Decimals, mixed operations with multiplication/division, or fraction comparisons beyond same denominators are excluded.
- No graphs, data sets, or other unrelated mathematical representations are included.
- Number line representations limited to partitions consistent with the five denominators allowed.
- Questions must not involve mixed numbers or fractions greater than one.

Common Misconceptions:
* Students add numerators and denominators separately when combining unit fractions, writing 1/4 + 1/4 = 2/8 instead of 2/4
* Students believe there is only one way to decompose a fraction, not recognizing that 4/6 can be written as 1/6 + 1/6 + 1/6 + 1/6 or as 2/6 + 2/6 or as 3/6 + 1/6
* Students incorrectly decompose fractions by changing denominators, such as writing 3/4 as 1/2 + 1/2 instead of keeping the same denominator throughout
* Students misinterpret visual models by counting total parts instead of shaded parts, leading them to write incorrect fraction decompositions based on what they see rather than what the model represents

Difficulty Definitions:
* Easy:
  - Decompose a fraction less than one into the sum of two fractions with the same denominator.
  - Decompose a fraction less than one into the sum of three fractions with the same denominator.
  - Decompose a fraction less than one into the sum of four fractions with the same denominator.
* Medium:
  - Involves decomposing a given fraction in two or more ways in the same problem.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.B
Standard Description: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Decomposing Fractions Greater than One
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.B+1
Standard Description: Decompose improper fractions into a sum of fractions in multiple ways.

Key Concepts:
*None specified*

Learning Objectives:
* Decompose improper fractions into a sum of fractions multiple ways.
* Decompose improper fractions into a sum of fractions.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions used have denominators only from the set {2, 3, 4, 6, 8, 10, 12}.
- Fractions represent parts of one and the same whole; no fractions representing parts of different wholes within one problem.
- Fractions must have like denominators.
- Fractions must be positive, representing parts of a whole; zero or negative fractions are excluded.
- Visual models allowed: fraction bars, area models, or number line diagrams illustrating equal partitioning of the whole.
- Decimals, mixed operations with multiplication/division, or fraction comparisons beyond same denominators are excluded.
- No graphs, data sets, or other unrelated mathematical representations are included.
- Number line representations limited to partitions consistent with the five denominators allowed.
- Decompositions include:
• Decompose an improper fraction into a sum of unit fractions (e.g. 7/4 = 1/4 + 1/4 + 1/4 + 1/4)
• Decompose an improper fraction into a whole number and a proper fraction (e.g. 9/4 = 4/4 + 5/4)
• Decompose an improper fraction using a combination of unit fractions and proper fractions (e.g. 11/4 = 4/4 + 4/4 + 3/4)
• Decompose an improper fraction into the sum of two fractions with the same denominator (e.g. 13/4 = 6/4 + 7/4)
• Decompose an improper fraction into a sum of fractions where the numerators add up to the original numerator (e.g. 8/4 = 4/4 + 4/4)
• Decompose an improper fraction into the sum of fractions with different denominators (e.g. 10/4 = 5/4 + 5/4)
• Decompose an improper fraction into a whole number and the sum of fractions with the same denominator (e.g. 17/4 = 4/4 + 4/4 + 4/4 + 4/4 + 1/4)

Common Misconceptions:
* Students add denominators together when combining fractions in their decomposition, such as writing 9/6 = 3/6 + 4/6 = 7/12 instead of 7/6
* Students confuse improper fraction decomposition with mixed number conversion, writing 11/4 = 2¾ instead of showing it as a sum of fractions with like denominators
* Students fail to ensure their decomposed parts equal the original fraction, creating equations where the sum of numerators doesn't match the original numerator
* Students incorrectly change the denominator when decomposing, writing equations like 7/4 = 2/2 + 3/2 instead of keeping the same denominator throughout

Difficulty Definitions:
* Easy:
  - Decompose a fraction less than one into the sum of two fractions with the same denominator.
  - Decompose a fraction less than one into the sum of three fractions with the same denominator.
  - Decompose a fraction less than one into the sum of four fractions with the same denominator.
* Medium:
  - Involves decomposing a given fraction in two or more ways in the same problem.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.B+2
Standard Description: Justify decompositions of a fraction into a sum of fractions with the same denominator by using a visual fraction model.

Key Concepts:
*None specified*

Learning Objectives:
* Construct visual models using area representations to show parts of a whole and decompose them into fractions, demonstrating the method and reasoning through the model.
* Use number line diagrams to illustrate how a fraction can be decomposed into parts with the same denominator, interpreting these visual models to reinforce understanding of fraction equivalence.

Assessment Boundaries:
* Assessment is limited to justifying the decomposition of fractions using visual models such as number lines, area models, or fraction strips. The scope does not extend to justifying using purely symbolic or numeric methods without a visual representation.

Common Misconceptions:
* Kids may think that fractions can only be decomposed in one specific way, rather than appreciating multiple valid decompositions that lead to the same result.
* Some students may overlook the importance of keeping the denominators the same in a fraction decomposition, leading to mathematically incorrect representations.
* Students might misunderstand the purpose of a visual fraction model and see it solely as a picture rather than a tool for justifying mathematical decomposition.
* Students often struggle to relate the visual representation of fractions to their numerical decompositions, failing to see how each part of the model corresponds to a part of the fraction decomposition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.C+4
Standard Description: Subtract mixed numbers with like denominators by using properties of operations and the relationship between addition and subtraction.

Key Concepts:
*None specified*

Learning Objectives:
* Verify the result of subtracting mixed numbers by adding back the difference to ensure the accuracy of the solution.

Assessment Boundaries:
* Assessment is limited to subtracting mixed numbers with like denominators by directly applying the properties of operations and the relationship between addition and subtraction. Converting mixed numbers to improper fractions for subtraction is beyond the scope.

Common Misconceptions:
* A common misconception is treating the subtraction of mixed numbers with like denominators similarly to subtraction with whole numbers, without accounting for fractional parts, leading to imprecise results.
* Some students may overlook the necessity of using equivalent fractions to maintain consistency across operations on the mixed numbers, leading to incorrect solutions.
* Students may confuse the steps in decomposing whole numbers and fractions when borrowing or regrouping numbers in mixed number subtraction, leading to incorrect answers.
* Students might not recognize the need to convert whole numbers to fractions before combining with the fractional part during subtraction, resulting in errors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.C+5
Standard Description: Subtract mixed numbers with like denominators using knowledge of the relationship between addition and subtraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.C+6
Standard Description: Subtract mixed numbers with like denominators using knowledge of the relationship between addition and subtraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.D+4
Standard Description: Solve word problems involving subtraction of fractions referring to the same whole and having like denominators by using equations to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Critique the efficiency of solving word problems involving subtraction of fractions through equations, justifying your chosen methods.
* Explain the process of solving a fraction subtraction problem by describing the steps involved in representing the problem with equations.
* Use mathematical equations to validate solutions to word problems involving the subtraction of fractions with the same whole and denominators.

Assessment Boundaries:
* Assessment is limited to solving word problems related to the subtraction of fractions, ensuring the use of equations to represent problems, with both fractions having like denominators. Visual models are beyond the scope.

Common Misconceptions:
* Students may mix up the subtraction of fractions with the same denominator with those having different denominators, assuming they are interchangeable without considering context.
* Students may not understand that the terms in the word problem must all refer to the same whole, leading them to incorrectly create or interpret equations.
* Students might overly rely on visual models and neglect the importance of equations, missing the abstract representation of subtraction involved in solving the problem.
* There might be confusion between subtraction and division due to misunderstanding the problem context or the mathematical operation needed for subtraction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiply Unit Fractions by Whole Numbers Using Models
Lesson Order: 68.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.A+1
Standard Description: Multiply unit fractions by whole numbers with models.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply unit fractions by whole numbers with models.

Assessment Boundaries:
* - Operands are unit fractions only (numerator = 1) multiplied by a small whole number; whole-number multipliers stay within single digits (typically 2–10).
- Allowed denominators are “friendly” values that match equal partitions in models: 2, 3, 4, 5, 6, 8, 10, 12; a single denominator appears within an item.
- Models are purely visual and discrete: partitioned shapes/area or strip models and set models (shaded pieces or counted objects); no number lines in this skill and no real-world units.
- Data are fully given by the model and/or a short expression; no tables, multi-diagram chains, or missing information to infer.
- Results may be proper fractions, whole numbers (e.g., 4 × 1/4 = 1), or mixed numbers when the product exceeds 1; require simplest form.
- Single-step equal-groups interpretation only (“k groups of 1/b”); no multi-step reasoning, no addition/subtraction comparisons, and no division/ratios.
- All quantities are nonnegative; no decimals, percents, or cross-unit/measurement conversions.
- Stem cues focus on matching/reading models and computing a single product: “Which model shows…”
- Example stems: “Select the model for 3 × 1/4”

Common Misconceptions:
* Fails to compose wholes in models; reports 4/4 or 5/4, not 1 or 1¼.
* Ignores partition denominator in models; matches only “three pieces shaded,” regardless of fourths.
* Multiplies denominator along with numerator: 3 × 1/4 misread as 3/12.
* Treats multiplier as number of partitions; divides the whole into k, not b.

Difficulty Definitions:
* Easy:
  - Expression provided of the form "k × 1/b";
  - Denominators: {2, 3, 4, 6}; multipliers: 2–3.
  - Product ≤ 1 (proper fraction or exactly 1).
* Medium:
  - Expression provided of the form "k × 1/b";
  - Denominators: {3, 4, 6, 8}; multipliers: 4–6.
  - Product ≤ 1 (proper fraction or exactly 1).
* Hard:
  - Expression provided of the form "k × 1/b";
  - Denominators: {5, 10, 12}; multipliers: 7–10.
  - Product > 1.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiply Unit Fractions by Whole Numbers
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.A+2
Standard Description: Complete multiplication sentences multiplying unit fractions by whole numbers (no models).

Key Concepts:
*None specified*

Learning Objectives:
* Multiply unit fractions by whole numbers using complete multiplication sentences and no models

Assessment Boundaries:
* - **Item Type:** Equalities expressing a fraction as a multiple of a unit fraction: `a/b = k × (1/b)` where a = k.

- **Blank Patterns:**
  - **One-blank (k):** `a/b = __ × (1/b)` or `__ × (1/b) = a/b` (blank = k, the multiplier).
  - **One-blank (b):** `a/b = k × (1/__)` or `k × (1/__) = a/b` (blank = b, the denominator).
  - **Two-blank (k and b):** `a/b = __ × (1/__)` (blanks = k and b; both required for equivalence).

- **Commutative Order:** Factors may appear as `k × (1/b)` or `(1/b) × k`.

- **Value Constraints:**
  - Fractions: unit fractions only (numerator = 1); result numerator equals multiplier (a = k).
  - Denominators: {2, 3, 4, 5, 6, 8, 10, 12}; excludes 7, 9, 11.
  - Multipliers (k): single digits (2–10).
  - Products: may be proper, improper, or whole numbers; no simplification or mixed-number conversion required.

- **Stem Format:** Uniform and concise: "Complete the multiplication sentence." No comparisons, tables, visuals, units, or multi-step reasoning.

- **Answer Format:** Enter the missing integer(s) exactly; when two blanks are present, both must be correct (unique solution per item).

- **Exclusions:** No negatives, decimals, percents, mixed numbers, addition, subtraction, or division.

## Example Stems

### One-Blank: Finding k (multiplier) — Result on Left
- `3/4 = __ × 1/4` → Answer: 3
- `5/6 = __ × 1/6` → Answer: 5
- `7/10 = __ × 1/10` → Answer: 7
- `9/12 = __ × 1/12` → Answer: 9

### One-Blank: Finding k (multiplier) — Result on Right
- `__ × 1/4 = 3/4` → Answer: 3
- `__ × 1/6 = 5/6` → Answer: 5
- `1/8 × __ = 7/8` → Answer: 7 (commutative order)
- `1/10 × __ = 9/10` → Answer: 9 (commutative order)

### One-Blank: Finding b (denominator)
- `6/10 = 6 × 1/__` → Answer: 10
- `4/5 = 4 × 1/__` → Answer: 5
- `8 × 1/__ = 8/12` → Answer: 12
- `3 × 1/__ = 3/6` → Answer: 6

### Two-Blank: Finding k and b
- `3/4 = __ × 1/__` → Answers: 3, 4
- `5/6 = __ × 1/__` → Answers: 5, 6
- `7/10 = __ × 1/__` → Answers: 7, 10
- `9/12 = __ × 1/__` → Answers: 9, 12
- `8/8 = __ × 1/__` → Answers: 8, 8 (whole number result)

Common Misconceptions:
* Assumes multiplier equals denominator: fills k = b for a/b = k × 1/b.
* Computes missing denominator as k×b instead of keeping b unchanged.
* Copies the numerator into the denominator blank: 6/10 = 6 × 1/6.
* Simplifies a/b first and matches the reduced denominator (e.g., 6/10 → 3/5).

Difficulty Definitions:
* Easy:
  - **Blanks:** One blank only.
  - **Blank Type:** Multiplier (k) only.
  - **Template:** `a/b = __ × (1/b)`
  - **Denominators:** {2, 4, 5}
  - **Multipliers (k):** 2–4
  - **Products:** Proper fractions or exactly 1 (≤ 1).
  - **Examples:**
  - `2/4 = __ × 1/4` → Answer: 2
  - `3/5 = __ × 1/5` → Answer: 3
  - `4/4 = __ × 1/4` → Answer: 4
* Medium:
  - **Blanks:** One blank only.
  - **Blank Type:** Either k (multiplier) OR b (denominator)—not both.
  - **Templates (choose one per item):**
  - `a/b = __ × (1/b)` — blank is k
  - `__ × (1/b) = a/b` — blank is k, commutative
  - `a/b = k × (1/__)` — blank is b
  - `k × (1/__) = a/b` — blank is b, commutative
  - **Denominators:** {3, 6, 8, 10}
  - **Multipliers (k):** 4–7
  - **Products:** Proper fractions or exactly 1 (≤ 1); may show unsimplified forms (e.g., 6/10).
  - **Examples:**
  - `__ × 1/6 = 5/6` → Answer: 5
  - `6/10 = 6 × 1/__` → Answer: 10
  - `1/8 × __ = 7/8` → Answer: 7 (commutative)
  - `4 × 1/__ = 4/8` → Answer: 8
* Hard:
  - **Blanks:** Two blanks (coupled equality) OR one blank with improper/whole-number products.
  - **Blank Types:**
  - Two-blank: k and b (both required for equivalence)
  - One-blank: k or b with larger values/improper products
  - **Templates:**
  - `a/b = __ × (1/__)` — blanks are k and b (two-blank)
  - `a/b = __ × (1/b)` — blank is k, result is improper/whole (one-blank)
  - `__ × (1/b) = a/b` — blank is k, result is improper/whole (one-blank)
  - `a/b = k × (1/__)` — blank is b, result is improper/whole (one-blank)
  - `k × (1/__) = a/b` — blank is b, result is improper/whole (one-blank)
  - **Denominators:** {6, 8, 10, 12} (emphasis on 10, 12)
  - **Multipliers (k):** 7–10
  - **Products:** Improper fractions or whole numbers (> 1); no mixed-number conversion.
  - **Examples (Two-Blank):**
  - `7/10 = __ × 1/__` → Answers: 7, 10
  - `9/12 = __ × 1/__` → Answers: 9, 12
  - `8/8 = __ × 1/__` → Answers: 8, 8
  - **Examples (One-Blank, Improper/Whole):**
  - `9/8 = __ × 1/8` → Answer: 9 (improper)
  - `__ × 1/12 = 10/12` → Answer: 10
  - `8/2 = 8 × 1/__` → Answer: 2 (whole number result)

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Unit Fractions by Whole Numbers Using Number Lines
Lesson Order: 69.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.A+3
Standard Description: Multiply unit fractions by whole numbers using number lines.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply unit fractions by whole numbers using number lines.

Assessment Boundaries:
* - Operands are unit fractions only (numerator = 1) multiplied by a whole number; whole-number multipliers range from 2 to 12 **STRICTLY** (no values of 13 or higher).

- **ALLOWED DENOMINATORS (STRICT):** {2, 3, 4, 5, 6, 8, 10, 12}
  - **NEVER use denominators:** 7, 9, 11, or any other values.
  - A single denominator appears within an item.

- **QUESTION STEM FORMAT (STRICT & CONCISE):**
  - **NO INSTRUCTIONS:** Never add text like "Enter your answer as..." or "Write as a fraction."
  - **Strict Pattern:**
    "The model shows the product $k \times \frac{1}{b}$.<br/>
    Complete the multiplication sentence that matches the model.<br/>
    $k \times \frac{1}{b} =$ <blank>"
  
  - **For Missing Factor Items:**
    "The model shows the product $k \times \frac{1}{b}$.<br/>
    Complete the multiplication sentence that matches the model.<br/>
    $k \times$ <blank> $= \frac{k}{b}$" (or similar variation)

- **LATEX & FORMATTING:**
  - **ALWAYS** use improper fractions for values > 1 in the question text (e.g., `9/2`, `8/6`).
  - **NEVER** use mixed numbers (e.g., `4 1/2`) in the question text.
  - **LaTeX:** ALL fractions must use `\frac{a}{b}`.
  - **<blank>:** Must be OUTSIDE `$...$` delimiters.

- **ANSWER LIST REQUIREMENTS:**
  - Answer lists MUST include **ALL equivalent forms** (unsimplified, simplified, improper, mixed, whole).
  - **Use plain text slash notation** (e.g., "9/6", "1 3/6", "1 1/2").
  - **NEVER include decimals.**

- **Question Types and Examples:**

  **1. Direct Computation:**
  - Stem: "The model shows the product $2 \times \frac{1}{4}$.<br/>Complete the multiplication sentence that matches the model.<br/>$2 \times \frac{1}{4} =$ <blank>"
  - Stem: "The model shows the product of a whole number and $\frac{1}{2}$.<br/>Complete the multiplication sentence that matches the model.<br/><blank> $\times \frac{1}{2} = \frac{9}{2}$"

  **2. Missing Unit Fraction:**
  - Stem: "The model shows the product of $8$ and a fraction.<br/>Complete the multiplication sentence that matches the model.<br/>$8 \times$ <blank> $= \frac{8}{6}$"

Common Misconceptions:
* Counts tick marks, not intervals, so one extra 1/b step.
* Leaves endpoints ≥1 as improper fractions instead of converting to mixed numbers.
* Multiplies denominator with multiplier: 3 × 1/4 written as 3/12.
* Uses step size 1/k, partitioning the line into k parts instead of b.

Difficulty Definitions:
* Easy:
  - Direct computation with both factors provided in the expression.
  - Stem: "The model shows the product of [unit fraction] and [whole number]. Complete the multiplication sentence that matches the model."
  - Expression format: k × 1/b = ___ or 1/b × k = ___ (commutative forms appear).
  - Student reads the number line showing k jumps of 1/b and writes the product.
  - Denominators: {2, 3, 4, 5}.
  - Multipliers (k): 2–6.
  - Products are proper fractions or exactly 1 (k ≤ b); no products exceeding 1.
* Medium:
  - Missing-factor problems where student fills in the whole number k, OR direct computation with products near or equal to 1.
  - Stem (missing k): "The model shows the product of [unit fraction] and a whole number. Complete the multiplication sentence that matches the model."
  - Expression format (missing k): 1/b × ___ = product (student counts jumps to determine k).
  - Stem (direct computation): Same as Easy but with slightly harder denominators or multipliers.
  - Denominators: {2, 3, 4, 5, 6, 8}.
  - Multipliers (k): 4–8.
  - Products may equal 1 or slightly exceed 1 (k/b ≤ 1.5); some improper fractions appear but remain close to 1.
* Hard:
  - Products clearly exceeding 1 (requiring mixed-number conversion) OR missing the unit fraction 1/b from the expression.
  - Stem (missing 1/b): "The model shows the product of [whole number] and a fraction. Complete the multiplication sentence that matches the model."
  - Expression format (missing 1/b): k × ___ = product (student identifies jump size 1/b from number line partitions and endpoint).
  - Stem (direct, concise): "The model shows the product of [unit fraction] and [whole number]. Multiply:"
  - Expression format (direct): k × 1/b = ___ or 1/b × k = ___ (student computes product that extends well beyond 1).
  - Denominators: {6, 8, 10, 12} (less-friendly fractions).
  - Multipliers (k): 7–12.
  - Products are improper fractions with k > b.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiply Whole Number Times a Fraction
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.B+1
Standard Description: Complete multiplication equations that multiply fractions by whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply fractions by whole numbers.
* Use repeated addition to represent multiplication of a whole number and a fraction.

Assessment Boundaries:
* - Factors appear as k × (a/b) with k a positive whole number; multipliers range from single digits into low teens (up to 13 **MAXIMUM**).

- Fraction factors are proper (0 < a/b < 1) with small numerators (1, 2, 3, 4, 5, 7, 8); no mixed-number factors or negative values.

- **ALLOWED DENOMINATORS (STRICT):** {2, 3, 4, 5, 6, 8, 10, 12} ONLY
  - **NEVER use denominators:** 7, 9, 11, or any other values
  - A single denominator b is used within an item

- **CRITICAL FORMATTING RULES:**
  - Question stem format: "What is $k \times \frac{a}{b}$?" with `<blank>` placeholder
  - Use `<br/>` (self-closing tag) for line breaks, NEVER `<br>`
  - ALL fractions in questions MUST use `$\frac{a}{b}$` notation in LaTeX
  - The question MUST NOT include an `instructions` field
  - NEVER add text like "Write your answer as a fraction" or "in simplest form"

- **ANSWER LIST REQUIREMENTS (CRITICAL):**
  - Answer lists use PLAIN TEXT format (e.g., "3/4", "1 1/2"), NOT LaTeX
  - Include ALL equivalent forms: unsimplified AND simplified fractions, improper AND mixed numbers, whole numbers
  - **NEVER include decimal equivalents** (0.75, 0.875, etc.) - Grade 4 uses fractions only
  - Example: For 3 × 2/5 = 6/5 → ["6/5", "1 1/5"]
  - Example: For 8 × 1/4 = 8/4 = 2 → ["8/4", "2/4", "4/4", "2", "1/2"] - wait, that's wrong. Let me recalculate: 8×1/4 = 8/4 = 2, so ["8/4", "2"]
  - Example: For 5 × 3/8 = 15/8 → ["15/8", "1 7/8"]
  - Example: For 6 × 2/5 = 12/5 → ["12/5", "2 2/5"]
  - Example: For 4 × 3/4 = 12/4 = 3 → ["12/4", "3"]

- **EXPLANATION REQUIREMENTS:**
  - NEVER mention "simplest form" or "simplification" in explanations
  - ALL mathematical expressions in explanations MUST be wrapped in `$...$`
  - Use `\frac{a}{b}` for fractions in explanations, never raw slashes
  - Keep explanations concise and focused on the multiplication step only

- All quantities are unitless and nonnegative; only multiplication is used—no addition/subtraction, division, comparisons, or equation-solving blanks.

- Prompts are single-step computations without visuals/contexts.

Common Misconceptions:
* Divides by k instead of multiplying: computes a/(k·b).
* Leaves product ≥1 as an improper fraction instead of mixed/whole.
* Multiplies denominator along with numerator: k × a/b miswritten as (ka)/(kb).
* Treats multiplication as addition: computes k + a/b.

Difficulty Definitions:
* Easy:
  - Compute **k × (a/b)** with **no blanks/contexts**; single step only.
  - Denominators: **{2, 3, 4, 5, 6}**; numerators: **{1, 2, 3}**; multipliers: **2–6**.
  - **Product ≤ 1 or exactly a whole number** (when **b | k·a**); **no mixed-number conversion**.
  - Keep denominator **b** fixed (no simplification step); answer as a single fraction or whole number as applicable.
  - Consistent orientation **k × (a/b)**; one fraction factor per item; all values nonnegative.
* Medium:
  - Compute **k × (a/b)**; single step; no visuals or stories.
  - Denominators: **{3, 6, 8, 10}**; numerators: **{1, 2, 3, 4, 5}**; multipliers: **6–10**.
  - **Product ≤ 1, exactly a whole number, or improper fraction ≤ 2** (no mixed-number conversion required).
  - Maintain denominator **b** in fractional outputs; one denominator per item; no additional operations.
* Hard:
  - Compute **k × (a/b)** where **product > 2** and **mixed-number conversion is required**.
  - Denominators: **{6, 8, 10, 12}**; include less friendly numerators (e.g., **5/8, 7/12**); multipliers: **9–13**.
  - Express results as **simplest-form mixed numbers** (or whole numbers if exact).
  - Denominator **b** remains fixed within the item; no blanks, comparisons, or multi-step reasoning.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiply Fractions by Whole Numbers Using Models
Lesson Order: 71.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.B+2
Standard Description: Complete multiplication equations that multiply fractions by whole numbers using models.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply fractions by whole numbers using models.

Assessment Boundaries:
* **Assessment is restricted to:**

* **Question Format:**
  * Each item shows a shaded partition model for $k \times \frac{a}{b}$.
  * Two prompt types: **Scaffolded** (Easy/Medium) with 2 blanks, **Unscaffolded** (Hard) with 1 blank.
  * Scaffolded items ask: (1) count shaded unit parts to complete equation, (2) find product.
  * Unscaffolded items ask only: find product.

* **Blank Format:**
  * Scaffolded blank-1: Single integer (count of shaded unit parts).
  * Scaffolded blank-2: Fraction answer (e.g., `9/4`).
  * Unscaffolded blank-1: Fraction answer (e.g., `9/4`).
  * Denominator is **NOT** pre-filled for "Find the product" blanks — student enters the complete fraction.

* **Numerical Constraints:**
  * **Denominators ($b$):** 2, 3, 4, 5, 6, 8, 10, 12 only (no 7, 9, 11).
  * **Whole-number multipliers ($k$):** 2–5.
  * **Fractions:** Proper only ($0 < \frac{a}{b} < 1$), small numerators (e.g., $\frac{2}{5}, \frac{3}{8}$).
  * **Products:** May be proper or improper (e.g., $\frac{15}{4}$).

* **Content Limits:**
  * Single-step multiplication only; no addition, subtraction, division, or multi-step chains.
  * Factors appear as $k \times \frac{a}{b}$ only; no reordered $\frac{a}{b} \times k$.
  * No mixed-number conversion; no simplification required.
  * No word problems or real-world context.

* **Visual Model:**
  * $k$ = number of geometric figures shown.
  * $b$ = number of divisions per figure.
  * $a$ = number of shaded divisions per figure.

Common Misconceptions:
* Counts groups of a/b, not 1/b parts; enters k instead of k·a.
* Multiplies numerator and denominator: k × (a/b) miswritten as (ka)/(kb).
* Simplifies or converts to mixed, changing the fixed denominator b in answers.
* Treats multiplication as addition: computes k + a/b.

Difficulty Definitions:
* Easy:
  - **Scaffolded.**
  - Number of figures/ multipliers (k): 2-3.
  - Denominators: 2,3,4,5
  - Product: ≤ 1 but can be > 1
  - Stem: "How many 1/b parts... Complete the equation... Find the product."
* Medium:
  - **Scaffolded.**
  - Number of figures/ multipliers (k): 3.
  - Denominators: 6,8,10
  - Product: ≤ 1  but can be > 1.
  - Stem: "How many 1/b parts... Complete the equation... Find the product."
* Hard:
  - **Unscaffolded.**
  - Number of figures/ multipliers (k): 4.
  - Denominators: 8,10,12
  - Product: ≤ 1  but can be > 1
  - Stem: "Find the product."

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Mixed Numbers by Whole Numbers
Lesson Order: 75.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.B+3
Standard Description: Solving mathematical problems involving multiplying mixed numbers and whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Find a missing factor in a muliplication of a whole number and a fraction.
* Multiply a mixed number by a whole number
* Multiply a whole number by an improper fraction.

Assessment Boundaries:
* - Factors appear as k × (a/b) with k a positive whole number; multipliers range from single digits into low teens (up to 13).
- Fraction factors are proper (0 < a/b < 1) with small numerators (1, 2, 3, 4, 5, 7, 8); no mixed-number factors or negative values.
- Allowed denominators: 2, 3, 4, 5, 6, 8, 10, 12; no 7, 9, or 11 appear; a single denominator b is used within an item.
- All quantities are unitless and nonnegative; only multiplication is used—no addition/subtraction, division, comparisons, or equation-solving blanks.
- Example stems are strict: “What is 6 × 5/6?”, “What is 4 × 1/2?”, “What is 11 × 7/12?”, ONLY. NEVER add other instructions nor to write the answer using slash (/) nor to write the answer in the simplest form.
- Accept unsimplified and simplified answers, in whole number, fraction or mixed number format. HOWEVER, never refer it in the stem. 

- Prompts are single-step computations of the form k × (W a/b) where k is a positive whole number and W a/b is a positive mixed number;
- The k values are small whole numbers (2–9); mixed-number whole parts are realistic single- or low double-digits (e.g., 2, 3, 4, 5, 8, 9, 10).
- Fractional parts are proper (0 < a/b < 1); allowed denominators seen: 2, 3, 4, 5, 6, 8, 10, 12 (e.g., 1/2, 2/3, 3/4, 5/12, 7/8, 3/5). No 7, 9, or 11 denominators appear.

- **Answer Format:**
  - Accept ALL mathematically equivalent forms.
  - Unsimplified mixed numbers (e.g., 8 2/4) are ACCEPTED.
  - Simplified mixed numbers (e.g., 8 1/2) are ACCEPTED.
  - Improper fractions (e.g., 34/4) are ACCEPTED.
  - Whole numbers (if exact) are ACCEPTED.
  - **NEVER** ask for "simplest form" in the question or instructions.
  - **NEVER** ask for "slash notation" or specify how to type the fraction.
  - **NEVER** ask for "mixed number" format specifically; allow improper fractions too.

- **Question Stem Format (STRICT):**
  - "What is `k \times W \frac{a}{b}`?"
  - Nothing else. No extra instructions.

- **LaTeX Formatting:**
  - Use `W \frac{a}{b}` for mixed numbers in questions.
  - Use `\times` for multiplication.
  - `<blank>` must be outside LaTeX delimiters.
  - Correct: `What is $5 \times 4 \frac{1}{4}$?`

- Required operation is multiplication only; no addition/subtraction, division, comparisons, or equation-solving with missing factors.

- All quantities are nonnegative and unitless; stems are uniform and concise ("What is k × W a/b?").

Common Misconceptions:
* Converts W a/b to improper as (W+a)/b instead of (Wb+a)/b.
* Ignores the fractional part; multiplies only the whole-number part by k.
* Leaves fractional product improper; doesn't regroup extra b/b into additional whole(s).
* Multiplies denominator with numerator when scaling the fractional part by k.

Difficulty Definitions:
* Easy:
  - k × (W a/b) with **k ∈ {2, 3}**; W small (2–5).
  - Denominators: **{2, 4, 5}**.
  - No carrying from the fraction: k·a < b.
  - Accept unsimplified (e.g., 8 2/4) or simplified (8 1/2) or improper (34/4).
* Medium:
  - k × (W a/b) with **k ∈ {4, 5, 6}**; W up to 8–9.
  - Denominators: **{3, 6, 8}**.
  - Exactly one carrying from the fraction: k·a ≥ b but < 2b.
  - Accept unsimplified mixed (e.g., 36 7/8), improper (295/8), etc.
* Hard:
  - k × (W a/b) with **k ∈ {7, 8, 9}**; W up to **10**.
  - Denominators emphasize **{12, 8, 5, 4, 3}**.
  - Carrying required with larger k·a/b.
  - Accept unsimplified mixed, improper, or simplified mixed.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiples of Fractions: Finding the Missing Number
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.B+4
Standard Description: Complete multiplication sentences for multiples of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Complete multiplication sentences for multiples of fractions.

Assessment Boundaries:
* - **Item Type:** Equalities expressing multiples of a fraction: `k × (a/b) = (k·a) × (1/b)`.

- **Blank Patterns:**
  - **One-blank:** Either `k × (a/b) = __ × (1/b)` (blank = k·a) or `k × (a/b) = (k·a) × (1/__)` (blank = b).
  - **Two-blank:** `k × (a/b) = __ × (1/__)` or `__ × (a/b) = (k·a) × (1/__)` (blanks = k·a and b, or k and b).

- **Commutative Order:** Left-hand factors may appear as `k × (a/b)` or `(a/b) × k`.

- **Value Constraints:**
  - Fractions: positive proper fractions only (a < b); no mixed numbers, negatives, or zero.
  - Denominators: {2, 3, 4, 5, 6, 8, 10, 12}; excludes 7, 9, 11.
  - Multipliers (k): small single digits (2–10).
  - Numerators (a): small values (2–10).
  - Products: may be proper or improper; no simplification or mixed-number conversion required.

- **Stem Format:** Uniform and concise: "Complete the multiplication sentence." No comparisons, tables, visuals, units, or multi-step reasoning.

- **Answer Format:** Enter the missing integer(s) exactly; when two blanks are present, both must be correct (unique solution per item).

- **Exclusions:** No negatives, decimals, percents, mixed-number factors, addition, subtraction, or division.

## Example Stems

### One-Blank: Finding k·a (repeated-unit count)
- `3 × 2/8 = __ × 1/8` → Answer: 6
- `2 × 3/5 = __ × 1/5` → Answer: 6
- `4 × 2/10 = __ × 1/10` → Answer: 8
- `5 × 2/6 = __ × 1/6` → Answer: 10
- `3/4 × 2 = __ × 1/4` → Answer: 6 (commutative order)

### One-Blank: Finding b (denominator)
- `3 × 2/8 = 6 × 1/__` → Answer: 8
- `4 × 3/12 = 12 × 1/__` → Answer: 12
- `2 × 4/10 = 8 × 1/__` → Answer: 10
- `2/6 × 5 = 10 × 1/__` → Answer: 6 (commutative order)

### One-Blank: Finding k (multiplier)
- `__ × 3/5 = 9 × 1/5` → Answer: 3
- `__ × 2/8 = 6 × 1/8` → Answer: 3
- `__ × 4/12 = 16 × 1/12` → Answer: 4

### Two-Blank: Finding k·a and b
- `3 × 2/8 = __ × 1/__` → Answers: 6, 8
- `4 × 3/12 = __ × 1/__` → Answers: 12, 12
- `5 × 2/10 = __ × 1/__` → Answers: 10, 10

### Two-Blank: Finding k and b
- `__ × 2/8 = 6 × 1/__` → Answers: 3, 8
- `__ × 3/6 = 12 × 1/__` → Answers: 4, 6

Common Misconceptions:
* Changes the fixed denominator; writes 1/(k·b) or 1/(a·b).
* Confuses repeated-unit count with multiplier; enters k instead of k·a.
* Copies the original numerator into a blank, instead of k or k·a.
* Swaps blank roles in two-blank forms; puts k where b belongs.

Difficulty Definitions:
* Easy:
  - **Blanks:** One blank only.
  - **Blank Type:** Unit-part count (k·a) only.
  - **Template:** `k × (a/b) = __ × (1/b)`
  - **Denominators:** {2, 4, 5}
  - **Multipliers (k):** 2–3
  - **Numerators (a):** {2, 3}
  - **Products:** No restrictions (<1, =1, >1)
* Medium:
  - **Blanks:** One blank only.
  - **Blank Type:** Either k·a (unit-part count) OR b (denominator)—not both.
  - **Templates (choose one per item):**
  - `k × (a/b) = __ × (1/b)` — blank is k·a
  - `k × (a/b) = (k·a) × (1/__)` — blank is b
  - `(a/b) × k = __ × (1/b)` — commutative variant, blank is k·a
  - `(a/b) × k = (k·a) × (1/__)` — commutative variant, blank is b
  - **Denominators:** {3, 6, 8, 10}
  - **Multipliers (k):** 3–4
  - **Numerators (a):** {2, 3, 4}
  - **Products:** No restrictions (<1, =1, >1)
* Hard:
  - **Blanks:** Two blanks (coupled equality) OR one blank with least-friendly values producing improper products.
  - **Blank Types:**
  - Two-blank: k·a and b (both required for equivalence)
  - Two-blank variant: k and b
  - One-blank: k·a or b with larger values
  - **Templates:**
  - `k × (a/b) = __ × (1/__)` — blanks are k·a and b
  - `__ × (a/b) = (k·a) × (1/__)` — blanks are k and b
  - `__ × (a/b) = (k·a) × (1/b)` — blank is k (one-blank variant)
  - **Denominators:** {6, 8, 10, 12} (emphasis on 10, 12)
  - **Multipliers (k):** 4–5
  - **Numerators (a):** {3, 4}
  - **Products:** Improper fractions or whole numbers (> 1).

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Whole Numbers and Fractions: Word Problems
Lesson Order: 74.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.C+1
Standard Description: Solve real-world problems involving multiplying fractions by whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply whole numbers and fractions using word problems

Assessment Boundaries:
* - Real-world single-step word problems that model "fraction of" or "times as many" situations with multiplication only; no addition/subtraction, division, or multi-step chains.

- Factors are a proper fraction (unit or non-unit, e.g., 1/2, 2/3, 7/10) and a positive whole number (e.g., 3, 4, 5, 8); multipliers are small (generally ≤ 10).

- Allowed denominators observed: 2, 3, 4, 5, 6, 10; numerators are small (1–7). No negatives, percents, or decimals.

- Contexts use everyday measures or counts with a single unit per item (cups, boxes, bags, bottles, barrels, inches, pitchers, laps, hours, gallons, bales, cans); no cross-unit conversions or metric↔customary switching.

- Stems use concise cues like "__ of," "__ as many as," "__ times as many," or "for __ batches"; prompt asks, "How many … ?" followed by the mandatory phrase below.

- Data are fully given in the stem; visuals/tables/number lines do not appear; quantities are nonnegative.

- Answers must include the same unit named in the stem and may be a simplified fraction, whole number (when b | k·a), or mixed number when the product exceeds 1; simplification is expected when possible.

- Example stems: "A recipe uses 1/4 gallon per batch. How many gallons for 8 batches?", "She sold 2/3 as many pitchers as Friday's 5; how many on Saturday?", "He used 1/6 of 9 cans; how many cans is that?"

- Exclusions: no extraneous story details requiring inference beyond the given numbers; no rates, proportions, or multi-day totals beyond a single multiplicative step.

- **MANDATORY FORMATTING REQUIREMENTS:**
  - **Every question stem MUST end with a NEW PARAGRAPH containing exactly:** `<br/>Write your answer as a fraction or as a whole or mixed number.`
  - **NO** separate `instructions` field in the output JSON.
  - **NEVER** mention "simplest form" or simplification in the question stem itself.
  - **Answer Lists:** MUST include **ALL** equivalent forms (unsimplified fraction, simplified fraction, improper fraction, mixed number, whole number).
    - Example: For $6 \times 2/10 = 12/10$, list must include `["12/10", "6/5", "1 2/10", "1 1/5"]`.

Common Misconceptions:
* Leaves products ≥1 as improper or unsimplified instead of a mixed number.
* Multiplies denominator along with numerator when scaling by a whole number.
* Treats "__ times as many" or "__ of" as addition with the whole.
* Uses only the denominator in "fraction of N," ignoring the numerator.

Difficulty Definitions:
* Easy:
  - Multiply a proper fraction by a **small whole number**.
  - Multipliers: **3–5**.
  - Fractions: Unit or non-unit proper fractions.
  - Denominators: {2, 3, 4, 5, 6, 7, 10}.
  - Result may be whole number, proper fraction, or mixed number.
* Medium:
  - Multiply a proper fraction by a **moderate whole number**.
  - Multipliers: **6–7**.
  - Fractions: Unit or non-unit proper fractions.
  - Denominators: {2, 3, 4, 5, 6, 7, 10}.
  - Result may be whole number, proper fraction, or mixed number.
* Hard:
  - Multiply a proper fraction by a **larger whole number**.
  - Multipliers: **8–10**.
  - Fractions: Unit or non-unit proper fractions.
  - Denominators: {2, 3, 4, 5, 6, 7, 10}.
  - Result typically mixed number; may require simplification.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Mixed Numbers by Whole Numbers: Word Problems
Lesson Order: 76.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.C+2
Standard Description: Solve real-world problems involving multiplying mixed numbers by whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a mixed number by a whole number in a real-world context

Assessment Boundaries:
* - **Core Content:**
  - Single-step real-world word problems modeling multiplication of a mixed number by a whole number (or vice versa).
  - Structures: $k \times (W \frac{a}{b})$ or $(W \frac{a}{b}) \times k$.
  - Contexts: "times as many/as much," "for __ batches/boxes," scaling recipes, distances, etc.

- **Allowed Values:**
  - Denominators: {2, 3, 4, 5, 6, 8, 10} (NO 7, 9, 11, 12).
  - Whole-number factors ($k$): 2–10.
  - Mixed number whole parts ($W$): Single or low double digits.
  - Fractional parts ($a/b$): Proper fractions only.

- **Constraints:**
  - Single unit per item; no conversions.
  - No data tables or visuals.
  - Concise wording.
  - No multi-step chains, addition, subtraction, or division.
  - No decimals or percents.

- **MANDATORY QUESTION FORMAT (STRICT ORDER):**
  1. **Question stem:** The word problem ending with a question (e.g., "How many pounds of apples did he pack?").
  2. **Line break:** `<br />`
  3. **Instructions (STATIC):** `Write your answer as a fraction or as a whole or mixed number.`
  4. **Line break:** `<br />`
  5. **Answer blank with units:** `<blank> [units]`
  
  - **Example (correct format):**
    ```
    A farmer packed bags of apples. Each bag weighed $3\frac{1}{4}$ pounds. He packed 7 bags. How many pounds of apples did he pack?<br />Write your answer as a fraction or as a whole or mixed number.<br /><blank> pounds
    ```

  - **NO** separate `instructions` field in the output JSON.
  - **NEVER** mention "simplest form" or simplification in the stem.
  - **Units MUST be grammatically correct** (always plural when describing a quantity: "pounds" not "pound," "cups" not "cup," "miles" not "mile").

- **Answer Format & Lists:**
  - Accept **ALL** equivalent forms: unsimplified/simplified mixed numbers, improper fractions, whole numbers.
  - **Examples of Answer Lists:**
    - For $5 \times 4 \frac{1}{8} = 20 \frac{5}{8}$: `["20 5/8", "165/8"]`
    - For $3 \times 1 \frac{5}{6} = 3 \times \frac{11}{6} = \frac{33}{6} = 5 \frac{3}{6} = 5 \frac{1}{2}$: `["33/6", "11/2", "5 3/6", "5 1/2"]`
    - For $6 \times 2 \frac{1}{3} = 14$: `["14", "14/1", "42/3"]`

Common Misconceptions:
* Leaves improper results unconverted; omits regrouping extra b/b into whole units.
* Multiplies only the whole part; leaves the fractional part unchanged
* Multiplies the denominator when scaling the fractional part by k.
* Treats "__ times as much" as addition with the mixed number.

Difficulty Definitions:
* Easy:
  - Single-step **multiply** a mixed number by a small whole number: k ∈ {2–3}; mixed whole part 1–4.
  - Friendly fractional parts with easy denominators: {1/2, 1/4, 2/4→1/2, 1/5, 2/5}; denominators from {2, 4, 5}.
  - Structures favor "for __ batches" or "__ times as much" with an **explicit cue** to multiply; one unit only.
* Medium:
  - Single-step multiply with k ∈ {4–6}; mixed whole part up to about 6–9.
  - Fractional parts use denominators {3, 6, 8, 10} (e.g., 1/3, 2/3, 3/8, 1/10, 4/10); one regroup from the fractional product (b ≤ k·a < 2b).
  - Both forms appear: **k × (W a/b)** and **(W a/b) × k**; cue to multiply is implicit in "times as many" or "for __ batches."
  - Require conversion to a mixed number and simplification when possible; one concise sentence; single unit.
* Hard:
  - Single-step multiply with larger k ∈ {7–10} and/or mixed whole parts up to low double digits (still realistic).
  - Less-friendly fractional parts from {3/5, 5/6, 3/8, 1/8, 7/10}; denominators from {3, 4, 5, 6, 8, 10}; may require **multiple new wholes** from the fractional product (k·a ≥ 2b).
  - Both structures used, including "__ times as much" with big k (e.g., 10×) and multi-batch contexts; one unit only.
  - Answer must be a simplified mixed number (or whole number if exact); no visuals or multi-step reasoning.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 10
Unit Name: Multiplying Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Fractions and Mixed Numbers by Whole Numbers in Recipes
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.C+3
Standard Description: Multiplying Fractions and Mixed Numbers by Whole Numbers in Recipes

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a fraction by a whole number.
* Multiply a mixed number by a whole number.

Assessment Boundaries:
* - Context is cooking/recipes with a single unit per item (cups, tablespoons, or teaspoons); no cross-unit or metric↔customary conversions.

- Operands are positive fractions or mixed numbers multiplied by a small whole number (typically 2–10); all fractions in an item share a friendly denominator: 2, 3, 4, 6, 8, or 12.

- Fraction parts are proper (0 < a/b < 1) using recipe-friendly values (¼, ⅓, ½, ⅔, ¾, etc.); whole-number parts in mixed numbers are small and realistic (generally single digit).

- Single-step scaling only: "whole number × fraction/mixed number" to model multiple batches/servings; no chains of operations or multi-step word problems.

- Subtraction/division does not appear; no negative quantities, rates, or proportions; no percents or decimals.

- Data are fully given in the stem (ingredient and amount) with one recipe context per item.

- Stems are concise and literal, using verbs like "make," "need," "for ___ batches/servings," or "in all"; emphasize scaling the same ingredient.

- Example stems: "What quantity of pepper would you need to make a double recipe?", "What quantity of black pepper would you need to make 4 times as much as the original recipe?"

- **Answers are fractions or mixed numbers only; no decimals.** Answers must include the same unit as the stem. Answer lists must include ALL equivalent forms (unsimplified, simplified, improper, mixed, whole).

- Difficulty progression varies one element at a time: (a) unit fractions → nonunit fractions, (b) small multipliers → larger single-digit multipliers, (c) proper-fraction products → results exceeding one whole requiring mixed-number conversion.

- Exclusions: no simplifying before/after with cross-cancellation tricks, no measurement tool visuals, no comparison/"how much more" prompts, and no multi-ingredient totals.

- **MANDATORY QUESTION FORMAT (STRICT ORDER):**
  1. **Question stem:** The word problem ending with a question (e.g., "What quantity of flour would you need to make 4 batches?").
  2. **Line break:** `<br />`
  3. **Instructions (STATIC):** `Write your answer as a fraction or as a whole or mixed number.`
  4. **Line break:** `<br />`
  5. **Answer blank with units:** `<blank> [units]`
  
  - **Example (correct format):**
    ```
    What quantity of flour would you need to make 4 times as much as the original recipe?<br />Write your answer as a fraction or as a whole or mixed number.<br /><blank> cups
    ```

  - **NO** separate `instructions` field in the output JSON.
  - **NEVER** mention "simplest form" or simplification in the question stem itself.
  - **Units MUST be grammatically correct** : Use singular unit if the quantity equals 1 OR is a proper fraction (< 1). Use plural otherwise (including 0, improper fractions > 1, and mixed numbers > 1).

Common Misconceptions:
* Divides numerator or denominator by the multiplier instead of multiplying.
* Leaves product ≥1 as an improper fraction instead of converting to mixed number.
* Multiplies denominator along with numerator when scaling a fraction by a whole number.
* Multiplies only the whole-number part of a mixed number; leaves fraction unchanged.

Difficulty Definitions:
* Easy:
  Objective: Multiply a fraction or mixed number by a **small whole number**.
Multipliers: **2–4**.
Fractions: Unit fractions, nonunit proper fractions, or mixed numbers.
Denominators: {2, 3, 4, 5, 6, 8, 10, 12}.
Product may be ≤1 or >1.
Answer includes the same unit.
* Medium:
  Objective: Multiply a fraction or mixed number by a **moderate whole number**.
Multipliers: **5–6**.
Fractions: Unit fractions, nonunit proper fractions, or mixed numbers.
Denominators: {2, 3, 4, 5, 6, 8, 10, 12}.
Product typically > 1; may require improper-to-mixed conversion.
Answer includes the same unit.
* Hard:
  Objective: Multiply a fraction or mixed number by a **larger whole number**.
Multipliers: **7–10**.
Fractions: Unit fractions, nonunit proper fractions, or mixed numbers.
Denominators: {2, 3, 4, 5, 6, 8, 10, 12}.
Product > 1; requires improper-to-mixed conversion.
Answer includes the same unit.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Denominators of 10 and 100
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.5+1
Standard Description: Express a fraction with denominator 10 as an equivalent fraction with denominator 100.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the equation that shows two equivalent fractions—one with a denominator of 10 and the other with a denominator of 100.
* Rewrite a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100.
* Rewrite a fraction with a denominator of 100 as an equivalent fraction with a denominator of 10.

Assessment Boundaries:
* Assessment is restricted to:
- Fraction with a denominators of 10 and a denominator of 100
- No improper fractions or mixed numbers
- No real-world context
- Final answer is still less than 1

Common Misconceptions:
* Students add the numerators and denominators separately when adding fractions with denominators 10 and 100, rather than first converting to equivalent fractions with the same denominator
* Students attempt to convert the fraction with denominator 100 to have denominator 10 instead of converting the fraction with denominator 10 to have denominator 100
* Students incorrectly convert fractions with denominator 10 by only changing the denominator to 100 without adjusting the numerator proportionally
* Students multiply both the numerator and denominator by different numbers instead of multiplying both by 10 to convert from denominator 10 to denominator 100

Difficulty Definitions:
* Easy:
  - Finding missing numerators.
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Adding Fractions with Denominators of 10 and 100
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.5+2
Standard Description: Add two fractions with respective denominators 10 and 100 (e.g. Express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.)

Key Concepts:
*None specified*

Learning Objectives:
* Add fractions with denominators of 10 and 100.
* Determine the sum of a fraction with denominator 10 and a fraction with denominator 100, expressing the result with denominator 100
* Identify which fraction expressions equal a given sum, using denominators of 10 and 100

Assessment Boundaries:
* Assessment is restricted to:
- Exactly one number has a denominator of 10 and the other has a denominator of 100
- No improper fractions or mixed numbers
- No real-world contexts or word problems
- Final answer is NOT more than 1
- Final answer must be expressed as a fraction with denominator 100 (do not simplify)
- Decimal forms are out of scope
- Missing addend problems (a + ? = c) are out of scope; only direct addition (a + b = ?)

Common Misconceptions:
* Students add denominators together instead of converting to equivalent fractions (e.g., 3/10 + 4/100 = 7/110)
* Students add only the numerators without ensuring both fractions have the same denominator (e.g., 3/10 + 4/100 = 7/100)
* Students convert the fraction with denominator 100 to denominator 10 instead of converting the fraction with denominator 10 to denominator 100 (e.g., changing 4/100 to 4/10)
* Students multiply the numerator by 10 but forget to multiply the denominator when converting tenths to hundredths (e.g., 3/10 = 30/10 instead of 30/100)

Difficulty Definitions:
* Easy:
  - Add a fraction with denominator 10 to a fraction with denominator 100
  - Convert the tenth to hundredths, then add
  - Express the sum as a fraction with denominator 100
  - Example: 3/10 + 4/100 = 30/100 + 4/100 = 34/100
* Medium:
  - MCQ ONLY: Select which equation shows a correct sum of fractions with denominators 10 and 100
  - Given multiple equations, identify the true statement
  - Example: Which equation is true? A) 3/10 + 15/100 = 18/100 B) 4/10 + 32/100 = 72/100
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Converting Decimals to Mixed Numbers
Lesson Order: 82.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.6+1
Standard Description: Convert decimals to mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Identify what decimal number is shown by a mixed number fraction model.
* Write a decimal number as a mixed number whose fractional part has a denominator of 10.
* Write what decimal number is shown by a mixed number fraction model.

Assessment Boundaries:
* - Decimals are limited to tenths only (one decimal place, no hundredths)
- Decimals range from 1.1 to 3.9, excluding whole numbers (no 2.0 or 3.0)
- Denominator is always 10 (fixed, never varies)
- Numerator is between 1 and 9 (no improper fractions, no zero)
- No negative numbers
- No word problems or real-world context

---

## Item Types

**Type A: Decimal Identification from Visual Model (MCQ)**
- Student views a visual model showing shaded tenths
- Student identifies the decimal number represented
- Exactly four answer options

**Type B: Decimal to Mixed Number Conversion (Text Entry - Multiple Blanks)**
- Student is given a decimal number
- Student writes the equivalent mixed number with denominator of 10
- Uses two blanks: whole number part and numerator

Common Misconceptions:
* Students confuse the tenths place with the tens place, thinking the first digit after the decimal point represents tens instead of tenths
* Students incorrectly identify place values by counting from right to left across the decimal point instead of understanding that place values decrease as they move right from the decimal point
* Students read decimal numbers like whole numbers, saying "zero point seven" as "zero point seventy" or treating 0.7 as if it equals 7
* Students think that larger digits after the decimal point always make the number larger, not understanding that 0.3 is actually smaller than 0.7 even though 3 comes before 7 when counting

Difficulty Definitions:
* Easy:
  Type A: Identify decimal from visual model .
Type B: Convert decimal to mixed number (Text Entry - 2 blanks).
Stimulus image required for Type A only.
Decimals: 1.1 to 1.9 (tenths only).
Whole number part is always 1.
* Medium:
  Type A: Identify decimal from visual model .
Type B: Convert decimal to mixed number (Text Entry - 2 blanks).
Stimulus image required for Type A only.
Decimals: 2.1 to 2.9 or 3.1 to 3.9 (tenths only, excludes 3.0).
Whole number part is 2 or 3.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Decimal Place Value
Lesson Order: 78.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.6+2
Standard Description: Identify place value of digits in decimal numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Determine which digit is in the hundreds place in a decimal number.
* Determine which digit is in the hundredths place in a decimal number.
* Determine which digit is in the ones place in a decimal number.
* Determine which digit is in the tens place in a decimal number.
* Determine which digit is in the tenths place in a decimal number.
* Determine which digit is in the thousands place in a decimal number.
* Given a number, identify which place value the digit in the hundreds place is in.
* Given a number, identify which place value the digit in the hundredths place is in.
* Given a number, identify which place value the digit in the ones place is in.
* Given a number, identify which place value the digit in the tens place is in.
* Given a number, identify which place value the digit in the tenths place is in.
* Given a number, identify which place value the digit in the thousands place is in.

Assessment Boundaries:
* Assessment boundary is limited to:
- Whole numbers are up to 1,000 and there are up to two decimal places after the decimal.
- Digit is explicitly shown in the number. Avoid questions where the correct answer would rely on interpreting an implicit zero.
QUESTION TYPES BY DIFFICULTY:
- EASY: Given a number and a digit, identify the place value (multiple choice answer)
- MEDIUM: Given a number and a place value, identify the digit (text input answer)

Common Misconceptions:
* Students assume that larger digits automatically represent larger place values, not understanding that position determines place value regardless of the digit's size
* Students confuse the tenths and hundredths place positions, thinking the first digit after the decimal point is hundredths and the second digit is tenths
* Students incorrectly identify place values in whole number portions when decimals are present, forgetting that the decimal point doesn't change the place value system for digits to the left
* Students mix up which digit occupies a specific place value versus what place value a specific digit represents when answering different question formats

Difficulty Definitions:
* Easy:
  - Question format: "In [number], in which place is the [digit]?"
  - MCQ
  - Numbers can range from less than 1 (like 0.9) to three digits (like 701.69)
* Medium:
  - Question format: "In [number], which digit is in the [place value] place?"
  - Text Entry
  - Numbers typically have 2-3 digit whole numbers (like 583.7, 210.38, 28.6)
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.6+4
Standard Description: Locate numbers written in decimal notation on a number line diagram.

Key Concepts:
*None specified*

Learning Objectives:
* Compare decimal numbers on a number line to determine which is greater or less based on their positions.

Assessment Boundaries:
* Assessment is limited to locating decimals with one or two decimal places on a number line without conversion to fractions or mixed numbers.

Common Misconceptions:
* Misunderstanding may occur where students think two decimals are equal if they have the same digits but different placements, such as 0.2 and 0.20, leading to incorrect positioning on the number line.
* Students may mistakenly believe that the number line only represents whole numbers, so they have difficulty placing decimals on the number line.
* Students might not recognize the importance of the zeros in decimal numbers and might misplace values like 0.50 versus 0.5, seeing them as different values.
* Students often misunderstand the value of decimal numbers and might confuse, for example, 0.1 with 0.01, thinking they are equal or very close, which leads to incorrect placement on the number line.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Convert between Fractions and Decimals
Lesson Order: 81.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.6+6
Standard Description: Convert between fractions and decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a decimal with one decimal place (value < 1) to a fraction in simplest form.
* Convert a decimal with one decimal place (value > 1) to a fraction in simplest form.
* Convert a decimal with two decimal places (value < 1) to a fraction in simplest form.
* Convert a decimal with two decimal places (value > 1) to a fraction in simplest form.
* Convert a fraction with denominator 10 and value > 1 (including mixed numbers like 3 9/10) to its decimal form.
* Convert a fraction with denominator 100 and value > 1 (including mixed numbers like 4 67/100)
* Convert a proper fraction with denominator 10 (value < 1) to its decimal form.
* Convert a proper fraction with denominator 100 (value < 1) to its decimal form.
* Convert an improper fraction or mixed number (denominator 10 or 100) to a decimal.

Assessment Boundaries:
* Assessment boundary is limited to:
- Whole numbers are up to 100 and there are up to two decimal places after the decimal.
- Proper fractions and mixed numbers only.

Common Misconceptions:
* Students confuse place value positions, writing 0.25 as 25/10 instead of 25/100 because they don't recognize which decimal place corresponds to which denominator
* Students forget to simplify fractions when converting from decimals, leaving answers like 60/100 instead of reducing to 3/5
* Students incorrectly convert mixed numbers by only converting the fractional part, writing 1.4 as 1 4/10 instead of 14/10 or 7/5
* Students place the decimal point incorrectly when converting fractions to decimals, writing 3/10 as 0.03 instead of 0.3

Difficulty Definitions:
* Easy:
  - Convert a **fraction or mixed number** (denominator 10 or 100) **to decimal** form.
  - Includes: a/10 → 0.a, a/100 → 0.0a or 0.aa, w a/10 → w.a, w a/100 → w.aa.
  - Place value operation only; no simplification required.
  - May include word problem context.
* Medium:
  - Convert a **decimal to a fraction or mixed number** in simplest form.
  - Includes: 0.x → a/10, 0.xx → a/100, w.x → w a/10, w.xx → w a/100.
  - Requires identifying place value AND simplifying to lowest terms.
  - May include word problem context.
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Graphing Tenths on a Number Line: Fractions and Mixed Numbers
Lesson Order: 83.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.6+8
Standard Description: Graph a fraction or mixed number on a number line that is labelled with decimals to the tenths place.

Key Concepts:
*None specified*

Learning Objectives:
* Graph a fraction with a denominator of 10 on a number line that is labelled with decimals.
* Graph a mixed number with denominator of 10 on a number line that is labelled with decimals.

Assessment Boundaries:
* Assessment is limited to **graphing tenths on a number line** using **only**:

### Allowed Numbers

1. **Proper fractions with denominator 10**

* Must be written in **LaTeX fraction format only**: `$\frac{a}{10}$`
* Where **a ∈ {1,2,3,4,5,6,7,8,9}**

2. **Mixed numbers with denominator 10**

* Must be written in **LaTeX mixed number format only**: `$w\frac{a}{10}$`
* Where:

  * **w is a whole number ≥ 1** (must include higher values such as **4, 5, 6, 7, 8, 9**)
  * **a ∈ {1,2,3,4,5,6,7,8,9}**

---

### Allowed Question Format (STRICT — no extra wording)

The **only** allowed question stem formats are:

* `Graph $\frac{a}{10}$ on the number line.`
* `Graph $w\frac{a}{10}$ on the number line.`

 No additional wording, instructions, or alternate phrasing is allowed.

---

### ❌ Disallowed

* Plain text fractions (example: `7 5/10`)
* Words (example: “seven and five tenths”)
* Decimals or equivalents (example: `7.5`)
* Any alternate verbs or instructions (example: “Plot”, “Place”, “Mark”, “Show”)

Common Misconceptions:
* Students confuse the numerator and denominator, placing 3/10 at 0.03 instead of 0.3 or placing 25/100 at 0.025 instead of 0.25
* Students incorrectly convert fractions with denominator 100 by placing 47/100 at 0.47 but reading it as "four and seven tenths" instead of "forty-seven hundredths"
* Students place the fraction at the wrong tick mark because they count the tick marks instead of reading the decimal labels on the number line
* Students struggle to locate fractions between the marked decimal intervals, such as placing 23/100 at 0.2 or 0.3 instead of estimating its position between 0.20 and 0.30

Difficulty Definitions:
* Easy:
  - Fractions less than one with denominator of ten.
* Medium:
  - Mixed numbers with denominator of ten.
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Graphing Hundredths on a Number Line: Fractions and Mixed Numbers
Lesson Order: 84.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.6+9
Standard Description: Graph a fraction or mixed number on a number line that is labelled with decimals to the hundredths place.

Key Concepts:
*None specified*

Learning Objectives:
* Graph a fraction or mixed number with denominator 100 on a number line that is labelled with decimals to the hundredths place

Assessment Boundaries:
* Assesment is limitted to:
- Proper fractions with denominators of 100        
- Mixed numbers with denominators of 100

Common Misconceptions:
* Counting tick marks instead of reading labels - fundamental error across all levels
* Forgetting whole number part - placing 2 83/100 at 0.83 instead of 2.83 or 5 46/100 at 0.46 instead of 5.46
* Interpolation difficulty on Level 3 - placing 77/100 at 0.70 or 0.80 instead of interpolating between 0.75 and 0.80
* Single-digit numerator conversion errors - placing 3/100 at 0.3 instead of 0.03 or 7/100 at 0.7 instead of 0.07

Difficulty Definitions:
* Easy:
  - Proper fractions with denominator of 100.
* Medium:
  - Mixed numbers with denominator of 100
  - Proper fractions with denominator of 100.
* Hard:
  - Mixed numbers with denominator of 100 
  - Proper fractions with denominator of 100
  - 11 tick marks present on number line, but only 3 are labeled (start, middle, end)

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Comparing Decimals
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.7+1
Standard Description: Compare two decimals to the hundredths place.

Key Concepts:
*None specified*

Learning Objectives:
* Write <, =, > between one decimal that has one digit after the decimal and another that has two digits after the decimal.
* Write <, =, > between two decimals that both have two digits after the decimal, and the digit in the tenths place is the same for both decimals.
* Write <, =, > between two decimals that have only one digit after the decimal.
* Write <, =, > between two decimals that have two digits after the decimal.
* Write <, =, or > between two decimals with two digits after the decimal, where the digits in both the tenths and hundredths places differ between the decimals.

Assessment Boundaries:
* Assessment is restricted to:
- Comparisons involve two decimal numbers with one or two decimal places.
- Record comparison results using only the symbols <, =, or >.
- Place value charts in worked examples should only include columns that are actually needed. Omit any place value columns that aren't used by any number in the problem. For example, if no numbers in the problem have digits in the tens place, don't include a tens column. If no numbers have digits in the hundredths place, don't include a hundredths column.

Common Misconceptions:
* Students assume that decimals with more digits are automatically larger, believing 0.125 is greater than 0.3 because it has three digits instead of one
* Students compare decimals digit by digit from left to right without considering place value, thinking 0.7 is less than 0.45 because 7 is greater than 4
* Students fail to align decimal places when comparing, directly comparing tenths to hundredths without recognizing that 0.6 equals 0.60
* Students ignore the decimal point and compare the numbers as if they were whole numbers, thinking 0.8 is less than 0.75 because 8 is less than 75

Difficulty Definitions:
* Easy:
  - Both decimals less than 1, both with ONE digit after the decimal point.
  - Answer choices: < or > only (no = option).
* Medium:
  - Both decimals less than 1, both with TWO digits after the decimal point.
  - Answer choices: < or > only (no = option).
* Hard:
  - Both decimals less than 1, one with ONE digit and one with TWO digits after  the decimal point.
  - Answer choices: <, =, or >

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Ordering Decimals
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.7+2
Standard Description: Order a list of decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Order decimals from least to greatest or greatest to least.

Assessment Boundaries:
* Assessment is restricted to:
- Decimals must be only with one or two decimal places.
- All numbers are positive and less than 100.
- Do not present values already ordered (ascending/descending), always give an unsorted list so students must order them.
- Place value charts in worked examples should only include columns that are actually needed. Omit any place value columns that aren't used by any number in the problem. For example, if no numbers in the problem have digits in the tens place, don't include a tens column. If no numbers have digits in the hundredths place, don't include a hundredths column.

Common Misconceptions:
* Students assume that decimals with more digits are automatically larger, believing 0.125 is greater than 0.3 because it has three decimal places instead of one
* Students compare decimals digit by digit from left to right without considering place value, thinking 0.7 is less than 0.25 because 7 is greater than 25
* Students ignore the decimal point and compare the numbers as if they were whole numbers, thinking 0.45 is greater than 0.8 because 45 is greater than 8
* Students incorrectly align decimal numbers when comparing, lining up the rightmost digits instead of place values, leading to errors when decimals have different numbers of decimal places

Difficulty Definitions:
* Easy:
  - The question requires 3 decimal numbers to be put in order from least to greatest.
  - Question stem must be "Put these numbers in order from least to greatest."
* Medium:
  - The question requires 4 decimal numbers to be put in order from least to greatest.
  - Question stem must be "Put these numbers in order from least to greatest."
* Hard:
  - The question requires 5 decimal numbers to be put in order from least to greatest or greatest to least.
  - Question stem must be either "Put these numbers in order from least to greatest.", or "Put these numbers in order from greatest to least."

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 11
Unit Name: Decimals
Cluster ID: CCSS.MATH.CONTENT.4.NF.C
Cluster Name: Understand decimal notation for fractions, and compare decimal fractions.
Lesson Name: Comparing Decimals with Models
Lesson Order: 85.0
Standard ID: CCSS.MATH.CONTENT.4.NF.C.7+3
Standard Description: Compare two decimals to the hundredths place using models.

Key Concepts:
*None specified*

Learning Objectives:
* Write <, =, > between one decimal that has one digit after the decimal and another that has two digits after the decimal.
* Write <, =, > between two decimals that both have two digits after the decimal, and the digit in the tenths place is the same for both decimals.
* Write <, =, > between two decimals that have only one digit after the decimal.
* Write <, =, > between two decimals that have two digits after the decimal.
* Write <, =, or > between two decimals with two digits after the decimal, where the digits in both the tenths and hundredths places differ between the decimals.

Assessment Boundaries:
* Assessment is restricted to:
- Comparison of two decimal numbers between 0.01 and 0.99 (NO whole numbers)
- No word problems.
- Models are included in all questions.

Common Misconceptions:
* Students compare only the first decimal digit without considering place value, thinking 0.7 > 0.88 because "7 is bigger than 8" in the tenths place, ignoring that 0.88 equals 88 hundredths while 0.7 equals only 70 hundredths.
* Students miscount or misjudge the shaded portions in visual models, especially in hundredths grids where they estimate visually rather than carefully counting all squares, leading to errors like thinking 0.88 and 0.34 are close when they differ by 54 hundredths.
* Students reverse the meaning of < and > symbols, correctly identifying which decimal is larger but writing 0.21 < 0.94 as 0.21 > 0.94, or vice versa, because they confuse which direction the symbol should point.
* Students struggle to compare different model types (tenths vs hundredths), not recognizing that 1 tenth equals 10 hundredths. When comparing 0.2 vs 0.03, they think "2 vs 3" makes 0.03 larger instead of converting to see that 0.2 = 20 hundredths, which is much larger than 3 hundredths.

Difficulty Definitions:
* Easy:
  - At least one of these numbers is included in the comparison (0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9)
  - The numbers are equal, or their difference is greater than 0.2
* Medium:
  - At least one number includes a digit in the hundreths place
  - The numbers are equal, or their difference is greater than 0.09
* Hard:
  - At least one number includes a digit in the hundreths place
  - The numbers are equal, or their difference is less than 0.1

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.G.A+1
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Acute, Obtuse and Right Angles
Lesson Order: 91.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+1
Standard Description: Identify right angles, obtuse angles, acute angles

Key Concepts:
*None specified*

Learning Objectives:
* Classify the angle when a right angle or a straight angle is shown

Assessment Boundaries:
* Assessment is restricted to:
- Question stem must be "Classify the angle."
- Angles are limited to right, acute, obtuse, and straight.
- Answer options must be "right", "acute", "obtuse", or "straight" 
- It is acceptable to have similar questions when the angle shown is a straight angle or a right angle

Common Misconceptions:
* Students assume all angles that "look big" are obtuse and all angles that "look small" are acute without considering the actual degree measurement
* Students confuse angle size with the length of the rays, thinking that longer rays automatically make larger angles
* Students confuse obtuse angles with acute angles when the angle is close to 90°, such as thinking an 85° angle is obtuse or a 95° angle is acute
* Students misidentify right angles when they are not in standard horizontal/vertical orientation, failing to recognize 90° angles that are rotated or tilted

Difficulty Definitions:
* Easy:
  - Question stem is "Classify the angle."
  - Angles are limited to right, acute, obtuse, and straight.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.G.A+1
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Parallel Lines and Perpendicular Lines
Lesson Order: 89.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+2
Standard Description: Identify parallel and perpendicular lines.

Key Concepts:
*None specified*

Learning Objectives:
* Decide whether two displayed segments are parallel, perpendicular, or neither.
* Highlight every parallel pair in a multi-segment diagram.
* Identify which statements are true regarding a diagram of labelled lines and whether given lines are parallel, perpendicular, or neither.

Assessment Boundaries:
* Assessment is restricted to:
- No word problems. Question stem must be "Which statement appears to be true?"
- Lines are labeled with two endpoints each that have letter labels.
- Lines must be referred to using the proper naming convention and latex formatting (e.g., $\overleftrightarrow{AB}$).
- Stimulus must include only 3 or 4 lines.
- Answer options must be in one of the following formats (line endpoints can and should change):
    - $\overleftrightarrow{AB}$ is parallel to $\overleftrightarrow{CD}$.
    - $\overleftrightarrow{AB}$ is perpendicular to $\overleftrightarrow{CD}$.
    - $\overleftrightarrow{AB}$ and $\overleftrightarrow{CD}$ intersect, but they are not perpendicular.
- All lines shown in the stimulus image must intersect within the range, unless they are parallel.

Common Misconceptions:
* Students assume that any two lines that intersect are perpendicular, without checking whether the intersection forms a right angle (90 degrees) or some other angle
* Students believe that perpendicular lines must always be horizontal and vertical, not recognizing that two diagonal lines can also form right angles and be perpendicular
* Students confuse parallel lines with intersecting lines, thinking that any two lines that cross each other are parallel instead of understanding that parallel lines never meet
* Students think that lines going in similar directions are automatically parallel, even when the angles are slightly different and the lines would eventually meet if extended

Difficulty Definitions:
* Easy:
  - Three lines included in the diagram. One pair is parallel or perpendicular.
  - All answer options state a parallel or perpendicular relationship.
* Medium:
  - Three lines included in the diagram. A parallel or perpendicular relationship may or may not exist.
  - Answer options include parallel statements, perpendicular statements, and/or intectsection but not perpendicular statements.
* Hard:
  - Four lines included in the diagram. A parallel or perpendicular relationship may or may not exist.
  - Answer options include parallel statements, perpendicular statements, and/or intectsection but not perpendicular statements.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+2
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Finding the Area of Rectangles
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.3+1
Standard Description: Solve problems involving area.

Key Concepts:
*None specified*

Learning Objectives:
* Find an unknown side when area and one side of a rectangle are given.
* Solve area problems.

Assessment Boundaries:
* Assessment is restricted to:
- Geometric shapes limited to rectangles or composite figures made up of only rectangles.
- Sides are whole numbers or fractions but at least one side must be a whole number.
- Multiplication of sides may include up to two digit by two digit multiplication.
- Dividing to find a side length may include three digit divided by a single digit (no remainder)
- Dividing only with whole numbers (no division with fractions allowed).
- No word problems/context
- Must include an image

Common Misconceptions:
* Students confuse area and perimeter, adding the length and width instead of multiplying them
* Students forget to include square units in their answer or use linear units instead of square units
* Students incorrectly apply the area formula by adding length plus width plus length plus width instead of multiplying length times width
* When finding a missing side length, students multiply the area by the given side instead of dividing the area by the given side

Difficulty Definitions:
* Easy:
  - Side lenths are whole numbers
  - Side lengths are given, missing area
  - No real-world context
* Medium:
  - One or two side lengths are two digits
  - No real world context
* Hard:
  - Area and one side is given, missing side length
  - Real world context

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+2
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Lines, Rays, and Angles
Lesson Order: 88.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.5.A+1
Standard Description: Recognize, name, and use the properties of lines, rays, and angles to analyze and solve geometric problems.

Key Concepts:
*None specified*

Learning Objectives:
* Given an image, name the point, line, line segment, ray or angle following proper convention.
* Identify if an image is a point, line, line segment, ray, or angle.

Assessment Boundaries:
* Assessment is restricted to:
- Single points. The stimulus must be a single point.
- Use conventional naming. Points are labeled with letters and identifies as, "Point X." Rays have the ray symbol above the two letters that go in the direction of the point to the arrow. Angles are written with the angle symbol and the vertex in the middle.

Common Misconceptions:
* Students confuse the direction when naming rays, writing the endpoint second instead of first (e.g., writing ray AB when point B is the endpoint instead of ray BA)
* Students identify lines as rays or rays as lines by not recognizing that lines extend infinitely in both directions while rays have one endpoint and extend infinitely in only one direction
* Students mix up the vertex position when naming angles, placing the vertex at the beginning or end instead of in the middle of the three-letter name
* Students use incorrect capitalization or formatting when naming geometric figures, such as writing "point x" instead of "Point X" or omitting proper symbols

Difficulty Definitions:
* Easy:
  - Identify if an image is a point, line, line segment, ray, or angle
* Medium:
  - Given an image, name the point, line, line segment, ray or angle following proper convention
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.5.A+2
Standard Description: Use a "one-degree angle," which turns through 1/360 of a circle, to measure angles.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a circle and use a protractor to partition and measure angles by identifying one-degree turns.
* Measure angles in terms of one-degree increments using a protractor.

Assessment Boundaries:
* Assessment is limited to measuring angles using a protractor in whole-degree increments up to 180 degrees. Use of fractional degrees or other units of measure is beyond the scope.

Common Misconceptions:
* Some students might mistakenly believe that all degrees are the same size, not understanding that a one-degree angle is very small and angles are measured cumulatively based on how far the turn goes around.
* Students may assume that the "one-degree angle" can only measure angles starting from zero, rather than realizing that the measure of any angle can start from any position on the circle.
* Students may confuse a "one-degree angle" with the concept of a single turn, thinking that angles larger than 360 degrees are not possible, thus misunderstanding angle measures that make multiple full turns.
* There is a misconception that a one-degree angle is related to other units of time or temperature (like hours or degrees Celsius), without realizing it specifically measures rotational distance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.5.B
Standard Description: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Angle Measurement
Lesson Order: 94.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.6+1
Standard Description: Determine and record angle measurements in degrees using a protractor.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the measurement of an angle displayed on a protractor (e.g., "What is the measurement of this angle?<br/><blank>$^\circ$")
* Identify the type of angle displayed on a protractor (e.g. "Is this angle acute, right, or obtuse?")

Assessment Boundaries:
* Assessment is restricted to:
- Angle measure must be a whole number from 5 degrees to 180 degrees
- Angle measure must be a multiple of 5 degrees
- The word "degrees" must be written out, or proper latex used. Do not use special unicode characters to create degree symbols.

Common Misconceptions:
* Student may measure from the wrong baseline, adding instead of subtracting.
* Student may mis-align the center hole, shifting the measurement.
* Student may read the wrong protractor scale (inner vs outer).
* Student may round to the nearest 10 degrees instead of 1 degree.

Difficulty Definitions:
* Easy:
  - Identify the type of angle displayed on a protractor (e.g., "Is this angle acute, right, or obtuse?").
  - One of the rays sits on the 0 or 180 degree line.
  - Answer options are "acute", "right", and "obtuse"
* Medium:
  - Identify the measurement of an angle displayed on a protractor (e.g., "What is the measurement of this angle?<br/><blank>$^\circ$")
  - One of the rays sits on the 0 or 180 degree line.
* Hard:
  - Identify the measurement of an angle displayed on a protractor (e.g., "What is the measurement of this angle?<br/><blank>$^\circ$")
  - Neither ray sits on 0 or 180 degree line.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Angle Drawings
Lesson Order: 95.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.6+2
Standard Description: Construct angles by accurately aligning a protractor with a reference baseline and marking the specified degree measurement.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the correct marked point to draw a specific angle

Assessment Boundaries:
* Assessment is restricted to:
- Angle measure must be a whole number from 5 to 180
- Angle measure must be a multiple of 5
- The provided Ray PQ will always be aligned with the baseline of the protractor
- Only one ray is provided on the protractor. Then multiple points will be placed along the protractor. The student will select the correct point to create the angle measurement mentioned in the question stem.
- The question stem must follow this format "To make a $[angle measure]^\circ$ angle from point P, the second ray should pass through which point?"
- Raw degree symbols must not be used. Instead, use the ^\circ format in latex.
- Ray PQ will be provided in the stimulus image by default, so it is okay if its details are not included in the stimulus description.

Common Misconceptions:
* Student may attempt to count out the angle measurement rather than read from the protractor's scale.
* Student may misidentify the location of the ray provided.
* Student may mistake whether to use the inner or outer scale on the protractor.
* Student may select a point that would draw the ray in the opposite direction.

Difficulty Definitions:
* Easy:
  - Identify the point on the protractor to complete the angle of a specific measurement.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Angles on a Circle
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.6+3
Standard Description: Measure angles on a circle.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the measure of an angle displayed on a circular angle measurement diagram.

Assessment Boundaries:
* Assessment is restricted to:
- Question stem must be, "What is the measure of this angle? The dashes are $15^{\circ}$ apart."
- The angle in question must be one of the angle measures mentioned in the difficulty definition
- The only valid format for representing degree symbols is in latex like this example $15^{\circ}$. You must not use any alternative format.

Common Misconceptions:
* Students count the dashes instead of multiplying by 15°, giving answers like "4 dashes" instead of 60°
* Students forget to multiply the number of dash intervals by 15° and give the count of intervals as their final answer
* Students measure the smaller acute angle when the intended angle is the larger reflex angle (measuring 60° instead of 300°)
* Students start counting from the wrong ray or count in the wrong direction around the circle

Difficulty Definitions:
* Easy:
  - The angle in question is 15, 30, 45, 60, 75, or 90 degrees
* Medium:
  - The angle in question is 105, 120, 135, 150, 165, 180, 195, 210, 225, 240, or 255 degrees
* Hard:
  - The angle in question is 270, 285, 300, 315, 330, 345, or 360 degrees

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Using Fractions to Find Angles
Lesson Order: 92.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.6+4
Standard Description: Use fractions to find the measure of an angle.

Key Concepts:
*None specified*

Learning Objectives:
* Convert the fraction shown on the circle to a fraction with a denominator of 360, and then write the measure of the angle in degrees.
* Determine the degree measure of an angle given a fractional part of a complete circle

Assessment Boundaries:
* Assessment is limited to:
- Fractions must be less than one half
- Correct answer must be a whole number
- Question stem should be in this format "This angle cuts out [fraction in latex] of the circle. Find the measure of the angle."
- The degrees symbol must follow the blank
- Similar content items are acceptable for this lesson, as long as the color of the angle is different.
- Text Entry questions with multiple blanks must begin with the standard question stem, then ask "Start by writing [fraction in latex] as a fraction with a denominator of 360." Then the first blank will appear in the numerator portion of the equation [given fraction] = [blank-1] / 360. This must be followed by a new line saying "So, the measure of the angle is [blank-2]^\circ".

Common Misconceptions:
* Students add 360 to the fraction instead of multiplying, treating it as an addition problem rather than finding a fractional part of the whole circle
* Students forget to multiply the fraction by 360 and simply convert the fraction to a decimal or percentage instead of degrees
* Students incorrectly think that 1/4 of a circle equals 25 degrees because they associate the denominator 4 with 25 (since 4 × 25 = 100)
* Students multiply the fraction by 180 instead of 360, confusing the relationship between fractions of a circle and degrees

Difficulty Definitions:
* Easy:
  - Numerator is 1
  - Denominator is 3, 4, 5, 6, 8, 9, or 10
* Medium:
  - Numerator is not 1
  - Denominator is 5, 6, 8, 9, 10, or 12
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Angle Turns
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.6+5
Standard Description: Converting fractions of turns to degrees.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the measurement of a fraction of a turn (e.g., "Which measurement is equal to [fraction] turn?")
* Identify the measurement of an angle diagram (e.g., "What is the measurement of this angle?")
* Identify what fraction of a turn an angle diagram shows (e.g., "What fraction of a turn is this angle?")
* Identify what fraction of a turn is for an angle measurement (e.g., "What fraction of a turn is equal to [angle measurement]°?")

Assessment Boundaries:
* Assessment boundary is limited to:
- Fraction of a turn must be $\frac{1}{4}$, $\frac{1}{2}$, $\frac{3}{4}$, or one full turn
- Angle measurement must be 90$^\circ$, 180$^\circ$, 270$^\circ$ or 360$^\circ$
- All fractions and degree symbols must use latex format
- 3 option MCQs and 4 option MCQs must not be considered duplicates, even if they ask about the same fraction of a turn or angle measurement
- Important: Any image associated with the question will not display the angle measurement. DO NOT fail the question for belief that the stimulus will give away the answer. This is impossible in the current configuration so it is not a concern.

Common Misconceptions:
* Students confuse the direction of conversion, thinking that 90° equals 4 turns instead of 1/4 of a turn
* Students forget that 270° represents 3/4 of a turn and incorrectly think it's 1/3 of a turn because they divide 270 by 90 incorrectly
* Students incorrectly assume that 360° equals 1/2 of a turn instead of 1 full turn because they think a circle is divided into 180 parts
* Students mix up fractions and whole numbers, writing 4 instead of 1/4 when converting 90° to a fraction of a turn

Difficulty Definitions:
* Easy:
  - Angle diagram image is included
  - Only 3 answer options, and 360$^\circ$ or 1 full turn are not included
* Medium:
  - Angle diagram image is included
  - All 4 potential answer options are included
* Hard:
  - Angle diagram image is NOT included

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Finding Unknown Angles
Lesson Order: 97.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.7+1
Standard Description: Recognize that angle measure is additive and determine unknown angles by decomposing angles into non-overlapping parts and solving addition or subtraction equations in diagrams and real-world contexts.

Key Concepts:
*None specified*

Learning Objectives:
* Find a missing adjacent angle when the total angle and one part are given.
* Find the total angle by adding the measures of adjacent angles.

Assessment Boundaries:
* Assessment is restricted to:
- Angle measurements are whole numbers.
- No word problems.
- The total angle is less than 90 degrees.
- The variable used must be from this list: a,b,c,m,n,p,q,y,z
- Question stem must be "What is the value of $[variable]$?<br/><blank>$^\\circ$?"
- It is acceptable for the question stem to not explicitly reference the diagram
- All degree symbols must be formatted in proper latex (i.e., $^\\circ$). This includes any use of degree symbols in the answer option explanations.

Common Misconceptions:
* Students confuse which angle is unknown and solve for the wrong missing angle in the diagram
* Students forget that the sum of all adjacent angle parts must equal the whole angle measure when working with multiple decomposed angles
* Students subtract angles instead of adding them when finding the total measure of adjacent angles
* Students think all adjacent angles must be equal in measure rather than understanding they can have different measures that sum to the total

Difficulty Definitions:
* Easy:
  - All angle measurements are multiples of 10
* Medium:
  - At least one angle measurements is NOT a multiple of 10
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Finding Unknown Angles: Word Problems
Lesson Order: 98.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.7+2
Standard Description: Solve word problems involving unknown angles.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems involving unknown angles.

Assessment Boundaries:
* Assessment is restricted to:
- Angles measurements must be whole numbers (no fractions or decimals).
- Angles measurements must be multiples of 5.
- Angle measurements are presented in degrees.
- Exclude congruence, similarity, transformations, and other geometric properties unrelated to angle measure additivity.
- No real world context is used. Questions refer to angles in general rather than creating scenarios or mentioning real world objects.
- The total angle measure must not be 90 degrees or 180 degrees.

Common Misconceptions:
* Students add instead of subtract (or subtract instead of add) when solving for the unknown angle.
* Students assume equal measures for all parts when the problem specifies different values.
* Students forget benchmark sums (90° for a right angle, 180° for a straight angle), leading to totals that are too large or too small.
* Students misidentify the unknown angle, solving for a given measure instead.

Difficulty Definitions:
* Easy:
  - Missing‐angle problems where the total is given.
  - Total angle measurement is a multiple of 5.
  - Solved by subtracting known angles from the total.
  - Usually involves 2–3 angles with different measures.
* Medium:
  - Angle partition problems: dividing a given angle into equal parts.
  - Angle composition problems: combining several equal angles to find a total.
  - Often requires multiplication or division rather than just subtraction.
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: Complementary and Supplementary Angles
Lesson Order: 96.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.7+3
Standard Description: Find the missing measure for complementary and supplementary angles.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the missing measurement of a complimentary angle
* Determine the missing measurement of a supplementary angle
* Interpret and depict real-world situations in which angles are unknown, and formulate the corresponding addition equation to solve the problem.

Assessment Boundaries:
* Assessment is restricted to:
- The sum of complimentary angles is 90 degrees
- The sum of supplementary andles is 180 degrees
- Only one missing angle is provided in the image, and it is labeled with a variable
- Question stem must follow this format "What is the value of [variable]?"

Common Misconceptions:
* Students add the two angle measures instead of subtracting from 90° or 180° to find the missing angle
* Students assume that complementary and supplementary angles must always be adjacent, rather than understanding they can be separate
* Students forget which type of angle pair they are working with, using 90° when the angles are supplementary or 180° when they are complementary
* Students incorrectly identify the given angle as the missing one and report its measure instead of finding the unknown angle

Difficulty Definitions:
* Easy:
  - Provided angle is a multiple of ten
* Medium:
  - Provided angle is NOT a multiple of ten
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: *None specified*
Lesson Order: 1190.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.7+4
Standard Description: Solve addition problems to find unknown angles on a diagram in mathematical problems by using an equation with a symbol for the unknown angle measure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.7+5
Standard Description: Solve subtraction problems to find unknown angles on a diagram in real world problems by using an equation with a symbol for the unknown angle measure.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate understanding of angle diagrams by solving subtraction problems with symbols representing unknowns. (Stimulus necessary)
* Verify the solution of an unknown angle measure subtraction problem by reconstructing the angle using given parts.

Assessment Boundaries:
* Limit assessment to solving subtraction problems involving the finding of a single unknown angle on a diagram in real-world contexts, represented by a simple equation with one symbol for the unknown angle.

Common Misconceptions:
* Learners might confuse the subtraction process with physical measurement, leading them to inaccurately estimate rather than calculate the angle from given measurements.
* Some students might think that angle measure cannot be additive or subtracted if the angles don't appear to physically align in a diagram, missing the concept of non-overlapping parts.
* Students may not realize that unknown angles can be found by subtracting the sum of known angles from a larger angle, believing subtraction does not apply to angles.
* There may be a misconception that the subtraction method applies only when finding the measure of a single missing angle, and not when multiple angles need to be found through a process of elimination.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 12
Unit Name: Lines and Angles
Cluster ID: CCSS.MATH.CONTENT.4.MD.C
Cluster Name: Geometric measurement: understand concepts of angle and measure angles.
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: CCSS.MATH.CONTENT.4.MD.C.7+6
Standard Description: Solve subtraction problems to find unknown angles on a diagram in mathematical problems by using an equation with a symbol for the unknown angle measure.

Key Concepts:
*None specified*

Learning Objectives:
* Illustrate the decomposition of a given angle into its non-overlapping parts and identify the unknown angle using subtraction equations.
* Represent subtraction equations visually on a diagram to depict the relationship between angles clearly, highlighting the process of solving for unknown measures.

Assessment Boundaries:
* Assessment is limited to solving subtraction problems to find unknown angles on a diagram using equations involving a single unknown symbol, without involving additional complicating factors such as multiple unknowns or additional geometric properties.

Common Misconceptions:
* Students may incorrectly assume that all angles in a diagram are equal unless otherwise specified, leading to errors in subtracting angles to find unknown measures.
* Students may not understand that subtraction of angles is conceptually similar to subtraction of numbers, leading them to be unsure about how to find an unknown angle when given the larger angle and one of its parts.
* Students might forget to use the correct units or misinterpret the equation symbol used to represent the unknown angle, resulting in incorrect angle measures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+10
Standard Description: Identify points, lines, line segments, rays, right angles, obtuse angles, acute angles, parallel lines, and perpendicular lines in two-dimensional figures.

Key Concepts:
*None specified*

Learning Objectives:
* Recognize and classify angles as right, acute, or obtuse within two-dimensional figures.

Assessment Boundaries:
* Assessment is limited to recognizing and identifying these elements (points, lines, line segments, rays, right angles, obtuse angles, acute angles, parallel lines, and perpendicular lines) within given two-dimensional figures. Construction or creation of these elements is beyond this scope.

Common Misconceptions:
* Students may confuse the properties of different geometric elements, such as thinking a line segment is a line because both are straight.
* Students might incorrectly identify angles, confusing acute angles with obtuse angles or failing to recognize right angles when they are not perfectly aligned or vertical.
* Students might struggle to differentiate between rays and lines, believing they are the same because both extend indefinitely in one direction.
* Students often mix up the concepts of parallel and perpendicular lines, failing to recognize that parallel lines never intersect while perpendicular lines do.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+3
Standard Description: Draw line segments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+4
Standard Description: Draw rays.

Key Concepts:
*None specified*

Learning Objectives:
* Draw and label a ray originating from a given point on a worksheet or digital tool.
* Explain the process for drawing a ray accurately using geometric tools like rulers and protractors.

Assessment Boundaries:
* Assessment is limited to drawing singular, unlabeled representations of rays. Students will not be expected to label or use rays to construct angles or figures.

Common Misconceptions:
* Some students may assume the ray's endpoint is arbitrary, not realizing it is crucial to the ray's definition.
* Students may confuse a ray with a line segment, believing that both have two endpoints.
* Students often think that a ray extends infinitely in both directions, like a line, rather than in just one direction.
* There can be misunderstanding that a ray can start from any point, rather than it being defined by one fixed endpoint and passing through another point.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+5
Standard Description: Draw right angles.

Key Concepts:
*None specified*

Learning Objectives:
* Utilize interactive geometry software to explore and confirm the construction of right angles.

Assessment Boundaries:
* Assessment is limited to drawing right angles only in isolation or within simple two-dimensional shapes. Recognizing or measuring right angles is beyond the scope.

Common Misconceptions:
* Some students may think that a corner that looks like a right angle is one, without using a tool like a protractor to verify the 90-degree measure.
* Students may believe that a right angle must always be associated with a horizontal or vertical line, failing to recognize that right angles can occur in various orientations.
* Students might not understand the necessity of precision in drawing and identifying right angles, assuming that 'close enough' is sufficient for a right angle, rather than ensuring the strict 90-degree measure.
* Students often confuse a right angle with any angle that appears large or square-like, without understanding that a right angle specifically measures exactly 90 degrees.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1270.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+6
Standard Description: Draw obtuse angles.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a two-dimensional figure that includes an obtuse angle and label the angle.
* Draw an obtuse angle using a specific degree measure (greater than 90° and less than 180°) using a protractor or a drawing tool.
* Explain the process of drawing an obtuse angle, including identifying the appropriate tools needed.

Assessment Boundaries:
* Assessment is limited to students being able to identify and draw obtuse angles using a protractor or other measurement tools. Explanation or identification of obtuse angles in complex figures is beyond the scope.

Common Misconceptions:
* Students may confuse obtuse angles with acute angles, thinking that since obtuse angles have a wider opening, they are the 'lesser' angles in some sense.
* Students may have difficulty visualizing or drawing angles that are not in a horizontal or vertical position, incorrectly assuming angles only exist in these orientations.
* Students might believe that any angle larger than 90 degrees is not valid, based on their misconception that right angles are the largest permissible angles.
* When drawing obtuse angles, students may incorrectly position the vertex or these angles, failing to create one that truly extends beyond 90 degrees.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+7
Standard Description: Draw acute angles.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the practical applications of acute angles in solving geometry problems or in real-life contexts.
* Recognize acute angles in various geometric configurations or real-life images where acute angles are observed.

Assessment Boundaries:
* Assessment is limited to recognizing and drawing acute angles only, without the use of measuring tools (such as protractors) or references to specific degree measurements. This substandard does not include other angle types.

Common Misconceptions:
* Students may confuse acute angles with other types of angles, such as right or obtuse angles, especially if they only consider the look or orientation of the angle rather than its measure being less than 90 degrees.
* Students may incorrectly assume that all acute angles need to look "sharp" or be noticeably narrow, not realizing that any angle that measures less than 90 degrees, even if slightly less, qualifies as an acute angle.
* There may be confusion over drawing standards, resulting in students drawing angles inaccurately if they do not use a protractor or appropriate references, potentially perceiving their approximation as valid.
* When drawing, students might base the size of an acute angle on the length of the rays rather than the actual measure of the angle itself, misunderstanding that the length of the lines forming the angle does not determine the angle type.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+8
Standard Description: Draw parallel lines.

Key Concepts:
*None specified*

Learning Objectives:
* Create a design that includes multiple sets of parallel lines, such as in art or architecture.
* Draw parallel lines using a ruler or straightedge accurately on paper.
* Solve problems that require identifying and drawing parallel lines based on descriptions.

Assessment Boundaries:
* Assessment is limited to the ability to use a ruler to accurately draw two parallel lines. Identifying properties or characteristics of parallel lines beyond their visual representation is not required.

Common Misconceptions:
* Some students may believe that parallel lines have the same length, as they sometimes visualize them as segments within shapes, overlooking the concept that parallel lines can extend infinitely and do not necessarily have to be equal in length.
* Students could have difficulty understanding that parallelism is independent of the length of the line and may incorrectly assume only horizontal or vertical lines can be parallel.
* Students might confuse parallel lines with lines that simply do not touch or cross within a limited space, not realizing parallel lines must never meet, regardless of extension in both directions.
* There might be misconceptions related to the visual appearance of parallel lines when drawn at angles or on distorted grids, leading students to incorrectly identify non-parallel lines as parallel due to perspective distortion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.1+9
Standard Description: Draw perpendicular lines.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the characteristics of perpendicular lines using appropriate mathematical terminology.

Assessment Boundaries:
* Assessment is limited to drawing perpendicular lines using a ruler and identifying them in simple two-dimensional figures involving basic shapes such as rectangles and squares. Students will not be expected to identify perpendicular lines within more complex geometry or contextual applications beyond second-grade plane figures.

Common Misconceptions:
* Students may assume that drawing perpendicular lines simply involves drawing two intersecting lines, without considering the requirement for the lines to form right angles.
* Students may believe that any two lines that intersect at any angle are perpendicular, not understanding that perpendicular lines specifically form right angles.
* Students may struggle to distinguish between perpendicular and parallel lines, especially if they don't fully grasp the concept that perpendicular lines intersect at right angles, while parallel lines never intersect.
* Students may think that the orientation or position of the lines (horizontal or vertical) is what makes them perpendicular, rather than the relationship of forming right angles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Parallelogram Shapes
Lesson Order: 106.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.2+1
Standard Description: Identify and classify quadrilaterals as parallelograms, rhombi, trapezoids, or non-parallelograms using their defining properties.

Key Concepts:
*None specified*

Learning Objectives:
* Identify if a shape is a parallelogram, trapezoid, rhombus, or other.
* Place shapes in all categories that apply (square → rectangle & rhombus).

Assessment Boundaries:
* Assessment is restricted to:
- Only two-dimensional geometric figures, specifically quadrilaterals.
- Focus on parallelograms, rhombi, trapezoids, and non-parallelograms.
- Shapes must be classified based on the presence or absence of parallel or perpendicular lines and specified angles.
- Shapes like squares are classified in multiple categories if applicable (e.g., square → rectangle & rhombus).

Common Misconceptions:
* Student may label a square only as a square, not also as rectangle/rhombus.
* Student may overlook side length equality when classifying rhombi.
* Student may think any 4-sided shape with one right angle is a rectangle.
* Student may treat “trapezoid = two pairs of parallel sides.”

Difficulty Definitions:
* Easy:
  - Only one classification category is required per shape
* Medium:
  - Multiple classifications required with hierarchical relationships
* Hard:
  - Multiple classifications required with hierarchical relationships

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Classifying Triangles by Angles
Lesson Order: 99.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.2+2
Standard Description: Classify triangles as right, acute, or obtuse.

Key Concepts:
*None specified*

Learning Objectives:
* Classify a drawn triangle as right, acute, or obtuse based on its angles

Assessment Boundaries:
* Assessment is restricted to:
- Question exactly 'Classify the triangle by its angles'.
- Answer options ONLY "Acute', 'Obtuse' and 'Right'
- Triangles images only, including right, acute, and obtuse types.
- Triangles must be of different rotation in 2D dimension, and of different colors.
- The focus is on classifying triangles based on their angles through visual inspection.
- Only two-dimensional figures are considered.
- Right triangles will have a right angle mark (small square) in the corner to indicate the 90° angle.
- Students classify by examining the angles visually and comparing them to right angles.
- Assessment must not use the terms scalene, isosceles, or equilateral, as students do not know what these mean.
- No angle measurements are provided in the problems; students identify angle types by appearance.

Common Misconceptions:
* Students classify triangles as obtuse when they see any large-looking angle, even if all angles are actually less than 90°
* Students confuse right triangles with triangles that "look right" or are positioned upright, rather than identifying triangles with a 90° angle
* Students misidentify right angles by looking for "square corners" in the wrong place or confusing perpendicular lines within the triangle rather than focusing on the actual angle measurement
* Students think a triangle can have more than one obtuse angle (greater than 90°) without realizing this is impossible since triangle angles must sum to 180°

Difficulty Definitions:
* Easy:
  - ALL
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Classifying Triangles by Sides
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.2+3
Standard Description: Identify if a given triangle is scalene, isosceles but not equilateral, or equilateral

Key Concepts:
*None specified*

Learning Objectives:
* Classify a drawn triangle as scalene, isosceles, but not equilateral, or equilateral based on its side lengths
* Classify a drawn triangle as scalene, isosceles, but not equilateral, or equilateral based on side tick marks
* Explain how the presence or absence of certain angle sizes can affect the classification of two-dimensional figures.

Assessment Boundaries:
* Assessment is restricted to:
- Wording exactly "Classify the triangle by its sides".
- Options exactly: "Equilateral", "Isosceles, but not equilateral", "Scalene"
- Triangles only, including scalene, isosceles, and equilateral types.
- Triangles of differenct colors and rotation angles
- The focus is on classifying triangles based on their side lengths.
- Side lengths are indicated either by:
  • Labeled measurements with units (e.g., 5 cm, 12 in) 
OR
  • Tick marks showing equal sides (single tick, double tick, triple tick)
- No word problems or real-world contexts.
- No requirement to measure sides with rulers; all information is provided visually.

Common Misconceptions:
* Students confuse the definitions and think isosceles triangles must have all three sides equal instead of exactly two sides equal
* Students incorrectly classify equilateral triangles as "isosceles but not equilateral" because they focus only on the fact that two sides are equal and ignore that all three sides are equal
* Students memorize the terms but mix up which term goes with which definition, such as calling a scalene triangle "isosceles" or an equilateral triangle "scalene"
* Students misread tick marks or labeled measurements, leading to incorrect counts of how many sides are equal

Difficulty Definitions:
* Easy:
  - Classify triangles by side length only, shown as labeled measurements with units
* Medium:
  - Classify triangles by tick marks only
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Classifying Triangles by Sides and Angles
Lesson Order: 101.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.2+4
Standard Description: Classify triangles as right, acute, obtuse, scalene, isosceles but not equilateral, or equilateral.

Key Concepts:
*None specified*

Learning Objectives:
* Classify a drawn triangle as scalene, isosceles, but not equilateral, or equilateral based on its side lengths

Assessment Boundaries:
* Assessment is restricted to:
Override
ONLY HARD QUESTIONS
ONLY SCALENE TRIANGLES
- Triangles only, including all angle types (right, acute, obtuse) and all side types (scalene, isosceles, equilateral).
- Questions ask for classification by angles OR by sides, not both simultaneously.
- Only two-dimensional figures are considered.
- For angle classification: Right angles marked with a square symbol; students compare other angles visually to right angles.
- For side classification: Side lengths indicated by either labeled measurements with units OR tick marks showing equal sides.
- No word problems or real-world contexts.
- Assessment must not use terms like scalene, isosceles, or equilateral when asking about angles.
- Assessment must not use terms like right, acute, or obtuse when asking about sides.

Override:
ONLY HARD QUESTIONS
Stem (exact text):
Sides items: Classify the triangle by its sides.
Angles items: Classify the triangle by its angles.
Stem guard (forbidden in the stem): digits (0–9); units (cm, mm, m, km, in, ft, yd, mi, Units); equality hints (“two sides are equal”, “all three sides equal”); classifications (“This is a right triangle”, “This is isosceles”).
Options must match exactly (case & punctuation):
Sides: Equilateral, Isosceles, but not equilateral, Scalene
Angles: Acute, Obtuse, Right
Purpose: Stops stem duplication (Policy #8) and enforces exact stem strings that your validator expects.

Common Misconceptions:
* Students classify triangles as obtuse when they see any large-looking angle, even if all angles are actually less than 90°
* Students confuse right triangles with triangles that "look right" or are positioned upright, rather than identifying triangles with a 90° angle
* Students confuse the definitions and think isosceles triangles must have all three sides equal instead of exactly two sides equal
* Students incorrectly classify equilateral triangles as "isosceles but not equilateral" because they focus only on the fact that two sides are equal and ignore that all three sides are equal

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  N/A
* Hard:
  - Classify triangles by sides when equal sides are indicated by tick marks
  - Requires understanding that matching tick marks mean equal sides
  - Stem exactly 'Classify the triangle by its sides'.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Sides and Angles of Quadrilaterals
Lesson Order: 102.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.2+5
Standard Description: Identify sides and angles of quadrilaterals.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the significance of the right angle in a right triangle and its relation to other geometric concepts like the Pythagorean theorem.
* Identify all quadrilaterals with a specified number of equal sides (exactly 2, at least 1 pair, 2 pairs, or 4 equal sides)
* Identify all quadrilaterals with a specified number of pairs of parallel sides (exactly 1 or 2 pairs)
* Identify all quadrilaterals with a specified number of pairs of perpendicular sides (at least 1 or 2 pairs)
* Identify all quadrilaterals with a specified number of right angles (0, exactly 2, or 4)
* Identify one quadrilateral with a specified number of equal sides (exactly 2, at least 1 pair, 2 pairs, or 4 equal sides).

Assessment Boundaries:
* Assessment is restricted to:
- Quadrilaterals only (four-sided polygons).
- We do not mention names of the quadrilaterals in the worked examples and explanations! Just saying "this quadrilateral".
- No square marks, no tick marks, no other side marks in the question stem.
- The student needs to check what APPEAR to be equal sides, parallel sides, or perpendicular sides.
- Focus is on visual identification of properties, not formal measurement.

Override:
- Use ONLY rotated and flipped shapes
- For Multiselect questions - use THREE correct answers with 1 distractor
- For pairs of perpendicular sides, in the Worked Exampkes, don't count pairs, just say that it has at least 1 or at least 2 pairs (depending on the question), don't say that it has 2 pairs, or 1 pair.

We ONLY use these exact phrasings:
- Right angles: "no right angles", "exactly 2 right angles", "4 right angles"
- Perpendicular sides: "no pairs of perpendicular sides", "at least 1 pair of perpendicular sides", "2 pairs of perpendicular sides"
- Parallel sides: "no pairs of parallel sides", "exactly 1 pair of parallel sides", "2 pairs of parallel sides"
- Equal sides: "exactly 2 equal sides", "2 pairs of equal sides", "4 equal sides"

We NEVER use:
- "exactly 1 right angle" (unusual, not standard)
- "exactly 3 right angles" (mathematically impossible)
- "exactly 1 pair of perpendicular sides" (use "at least 1 pair" instead)

Properties assessed include:
  • Right angles (0, exactly 2, or 4)
  • Perpendicular sides (0 pairs, at least 1 pair, or 2 pairs)
  • Parallel sides (0 pairs, exactly 1 pair, or 2 pairs)
  • Equal sides (exactly 2, 2 pairs, or 4 equal sides)

- No requirement to name specific quadrilateral types (rectangle, trapezoid, etc.).
- No word problems or real-world contexts.
- Questions use "appears to have" language since students determine properties visually.

Common Misconceptions:
* - Students confuse parallel sides with equal-length sides, thinking that sides must be the same length to be parallel
* - Students count angles incorrectly, missing angles that don't appear in standard positions or when the quadrilateral is rotated
* - Students identify perpendicular sides by looking only at orientation (vertical/horizontal) rather than checking if sides form right angles at their intersection
* - Students think "at least 1 pair" means "exactly 1 pair," selecting only figures with exactly one pair when figures with multiple pairs also qualify

Difficulty Definitions:
* Easy:
  - Single-select MCQ (choose 1 correct answer from 3-4 options)
  - Identify one quadrilateral that has a specific property
  - Questions focus on one property at a time
* Medium:
  - Multi-select (choose all correct answers from 4 options)
  - Identify all quadrilaterals that have a specific property
  - Requires analyzing multiple figures for the same property

**
* Hard:
  **
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Counting Lines of Symmetry
Lesson Order: 104.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.3+1
Standard Description: Identify now many lines of symmetries an image, shape or letter has.

Key Concepts:
*None specified*

Learning Objectives:
* Count all lines of symmetry on a polygon or letter

Assessment Boundaries:
* Assessment is restricted to:
- Task (EXACTLY): How many lines of symmetry does this shape have?
- Stimulus in the question should have NO symmetry lines shown.
- There should be exactly one stimulus in the Worked Example, showing ALL the lines of symmetry.
- Two-dimensional figures only (geometric shapes, regular polygons, irregular shapes, simple figures, and letters).
- Focus is on counting lines of symmetry, not drawing them.
- Includes cases where there are zero lines of symmetry.
- Students identify lines of symmetry by determining if a line divides a shape into two mirror-image halves.
- No three-dimensional shapes or rotational symmetry.
- Shapes are presented as clear, unambiguous images.
- No word problems or real-world contexts.

Common Misconceptions:
* - Students assume all shapes have at least one line of symmetry and struggle to accept that some figures like the letter J or certain composite shapes have zero lines of symmetry.
* - Students confuse rotational symmetry with line symmetry, thinking that if a shape can be rotated to look the same, it automatically has multiple lines of symmetry.
* - Students count diagonal lines as lines of symmetry in rectangles (with unequal sides) when the folded parts don't actually match up perfectly.
* - Students draw lines that pass through the center of a shape but don't create matching halves when folded, mistaking any line through the middle as a line of symmetry.

Difficulty Definitions:
* Easy:
  Simple letters with 0-1 lines of symmetry
Basic composite shapes with clear vertical or horizontal symmetry
Shapes where symmetry is immediately obvious
Includes shapes with 0, 1, or 2 lines of symmetry
* Medium:
  Letters with 1-2 lines of symmetry positioned at various orientations (H, rotated letters)
Rectangles and squares at various orientations (testing if students recognize symmetry regardless of position)
Equilateral triangles (3 lines of symmetry)
Composite shapes with multiple lines of symmetry
Requires careful analysis of rotated shapes
* Hard:
  Regular polygons with many lines of symmetry (regular pentagon: 5 lines, regular hexagon: 6 lines)
Rectangles positioned at angles (still only 2 lines)
Requires systematic checking of all possible lines of symmetry
Higher counts require careful enumeration

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: Identifying Lines of Symmetry
Lesson Order: 103.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.3+2
Standard Description: Identify whether a dotted line across a shape is a line of symmetry.

Key Concepts:
*None specified*

Learning Objectives:
* Determine whether a given line is a line of symmetry for a two-dimensional figure

Assessment Boundaries:
* Assessment is restricted to:
- Two-dimensional drawings (geometric shapes, everyday objects, animals, etc.) with a single dotted line shown
- Students determine whether the dotted line IS or IS NOT a line of symmetry
- Lines may be vertical, horizontal, or diagonal
- Includes cases where the shown line is NOT a line of symmetry (answer: "no")
- Yes/No answer format only
- No counting of multiple lines of symmetry
- No drawing or creating lines of symmetry
- Question: Is this line a line of symmetry?

Override:
Show only questions with CORRECT line of symmetry

Common Misconceptions:
* - Students assume shapes with similar-looking halves have symmetry, even when details (like asymmetric features or decorations) don't match across the line
* - Students believe that if a line passes through the center of a shape, it must be a line of symmetry, regardless of whether the two sides mirror each other
* - Students only recognize vertical lines as potential lines of symmetry and automatically reject horizontal or diagonal lines without testing the fold
* - Students think any line that divides a shape into two parts is a line of symmetry, without checking if the parts would actually match when folded

Difficulty Definitions:
* Easy:
  - All one level
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 13
Unit Name: Triangles, Quadrilaterals and Symmetry
Cluster ID: CCSS.MATH.CONTENT.4.G.A
Cluster Name: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Lesson Name: *None specified*
Lesson Order: 107.0
Standard ID: CCSS.MATH.CONTENT.4.G.A.3+3
Standard Description: Draw lines of symmetry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 14
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.4.OA.C
Cluster Name: Generate and analyze patterns.
Lesson Name: Shape Patterns
Lesson Order: 105.0
Standard ID: CCSS.MATH.CONTENT.4.OA.C.5+1
Standard Description: Generate a shape pattern that follows a given rule.

Key Concepts:
*None specified*

Learning Objectives:
* Explain a visual feature that emerges across several terms.
* Identify the nth term in various complex growing dot patterns

Assessment Boundaries:
* Assessment is restricted to:
- No variables or algebraic notation
- Patterns must be growing patterns (increasing in size or number)
- Patterns must follow rules that can be visually identified
- The first three terms (steps) of the pattern are shown
- No rotations or measurements using "degrees" (students haven't learned this concept yet)
- Questions ask students to determine the number of shapes in a specific step (commonly 4th, 5th, or higher steps like 16th, 25th, 26th)
- Students identify patterns by:
  • Counting shapes in arrays (rows × columns)
  • Recognizing consistent additions (same number added each step)
  • Observing how rows, columns, or individual shapes increase
  • Identifying triangular number patterns
- Pattern types include:
  • Triangular patterns (1, 3, 6, 10, 15...)
  • Pyramid patterns with increasing base widths
  • L-shaped or other geometric growth patterns
- Pattern should not include:
- Simple geometric patterns like 6->12->20 or addition patterns

Override:
 Question format EXACTLY: "Look at the steps and find the pattern.<br><br>How many dots are in the [nth] step?
Try to use different patterns
EXAMPLE 1 - Left-Aligned Triangle (2→5→9):
{"steps":[{"coordinates":[[0,0],[0,1]],"color":"#34A853","shape":"circle","label":"Step 1"},{"coordinates":[[0,0],[0,1],[0,2],[1,2],[2,2]],"color":"#34A853","shape":"circle","label":"Step 2"},{"coordinates":[[0,0],[0,1],[0,2],[1,2],[2,2],[0,3],[1,3],[2,3],[3,3]],"color":"#34A853","shape":"circle","label":"Step 3"}],"shape_size":1.0,"spacing":2.0}
EXAMPLE 2 - Centered Pyramid (3→8→15):
{"steps":[{"coordinates":[[2,0],[0,1],[1,1],[2,1]],"color":"#1976D2","shape":"circle","label":"Step 1"},{"coordinates":[[2,0],[0,1],[1,1],[2,1],[0,2],[1,2],[2,2],[3,2]],"color":"#1976D2","shape":"circle","label":"Step 2"},{"coordinates":[[2,0],[0,1],[1,1],[2,1],[0,2],[1,2],[2,2],[3,2],[0,3],[1,3],[2,3],[3,3],[4,3]],"color":"#1976D2","shape":"circle","label":"Step 3"}],"shape_size":1.0,"spacing":2.0}

Common Misconceptions:
* - Students apply additive thinking to multiplicative situations, adding a constant to the previous total instead of recognizing when both dimensions of an array are growing and need to be multiplied.
* - Students confuse the step number with the total number of shapes, assuming that Step n always contains exactly n shapes without analyzing the actual growth pattern shown.
* - Students identify only part of the growth rule in array patterns, such as noticing rows increase but missing that columns also increase, leading to undercounting the total shapes.
* - Students miscount shapes in complex arrangements by focusing on perimeter shapes or one dimension only, rather than systematically counting all shapes in rows and columns or using multiplication.

Difficulty Definitions:
* Easy:
  - Steps 1-3 are given as visual diagrams
  - Questions ask about any step (4th, 5th, 16th, 25th, 26th, etc.)
  - All questions in this standard are at the
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 14
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.4.OA.C
Cluster Name: Generate and analyze patterns.
Lesson Name: Number Patterns
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.4.OA.C.5+2
Standard Description: Generate a number pattern that follows a given rule.

Key Concepts:
*None specified*

Learning Objectives:
* Find the next number in an add / subtract / multiply / divide pattern.

Assessment Boundaries:
* Assessment is restricted to:
- Number patterns that involve addition, subtraction, multiplication or division with addition and subtraction being within 1000, and multiplication and division using multiplication facts 1-10. 
- Sequences that are generated by a single rule.
- Patterns contain only whole numbers.
- Patterns are based on a consistent rule throughout the sequence.
- Never mention the rule/pattern in the question stem. Student needs to identify the pattern.
- Students must be asked to fill in the missing numbers in the pattern. 
- Only first number and the pattern rule are explicitly provided first, followed by a sequence with a blank for the student to determine the missing number.
- There are only ever 4 terms to the sequence.

Common Misconceptions:
* Misidentifying the operation type (treating a multiplicative pattern as additive, or vice versa), so the rule doesn’t fit all given terms
* Producing a non-whole-number term (negative, fraction, or decimal) even though patterns are whole numbers only
* Student may miscount when the pattern crosses a decade or hundred.
* Switching operations mid-sequence (e.g., add then subtract) instead of using one consistent rule
* With a missing middle term, failing to use the inverse operation to work backward from later terms, breaking the single-rule pattern

Difficulty Definitions:
* Easy:
  - Numbers up to 20
  - There are 4 numbers in the sequence
  - One number is missing
* Medium:
  - Two-digit numbers up to 50
OR
  - Two numbers are missing
* Hard:
  - THree numbers are missing
OR
  - Three digit numbers less than 1000

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 14
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.4.OA.C
Cluster Name: Generate and analyze patterns.
Lesson Name: Patterns in Sequences
Lesson Order: 106.0
Standard ID: CCSS.MATH.CONTENT.4.OA.C.5+3
Standard Description: Identify patterns in a given sequence from a given sequence.

Key Concepts:
*None specified*

Learning Objectives:
* Identify what is true of a given pattern, given the entire sequence of numbers.
* Identify what is true of a given pattern, given the rule.

Assessment Boundaries:
* Assessment is restricted to:

Number patterns that involve addition, subtraction, multiplication or division with addition and subtraction being within 100, and multiplication and division using multiplication facts 1-10.

Sequences that are generated by a single rule.

Patterns contain only whole numbers.

The first four numbers of the pattern are always given.

Patterns are based on a consistent rule throughout the sequence.

Patterns include identifying that all of the numbers in a pattern are multiples of a certain number, a pattern among the ones digit, even, odd, or switching between even and odd.

Questions must state what the first number is, then state what the rule is, then list the first four terms of the sequence followed by "...." and ask the students to select the true statement.

There must only be two answer choices.

Override (question structure)

The pattern starts with __. The rule is to ___.

n1, n2, n3, n4 ...

Which statement is true?

Additional requirements:

No complex words in questions and answers. Alternate -> Switch, Parity -> Look like.

Use only whole numbers.

Answer/Distractors options (choose 2, only 1 true):

All of the numbers in this pattern are multiples of __

All of the numbers in this pattern are divisible by __

All of the numbers in this pattern are even.

All of the numbers in this pattern are odd.

The ones digit of each number in this pattern is __

Each number in this pattern ends in __

The ones digits of the numbers in this pattern switch between __ and __

The numbers in this pattern end in __, then __, repeating.

The tens digit of each number in this pattern is __.

Each number in this pattern has __ in the tens place.

All of the numbers in this pattern are prime.

All of the numbers in this pattern are composite.

None of the numbers in this pattern are prime.

NEW Override (gap-fill; apply per single question)

Each question must include at least one option from this set:

The tens digit of each number in this pattern is __.

Each number in this pattern has __ in the tens place.

All of the numbers in this pattern are prime.

All of the numbers in this pattern are composite.

None of the numbers in this pattern are prime.

All of the numbers in this pattern are divisible by 9.

All of the numbers in this pattern are divisible by 10.

Prime/composite options: truth must be decided by checking at least 2 of the 4 shown terms (not just the first term). If 1 appears, treat it as not prime.

Tens-place options: do not cross a tens boundary in the 4 shown terms unless that option is meant to be false.

Divisible by 10: all 4 shown terms must end in 0.

Divisible by 9: all 4 shown terms must be multiples of 9.

Common Misconceptions:
* Assuming parity alternates when adding or subtracting an even number (parity actually stays the same)
* Assuming parity stays the same when adding or subtracting an odd number (parity actually alternates)
* Overgeneralizing a short ones-digit run (e.g., 2,4,6,8) as a repeating cycle without generating additional terms to check it
* Treating a multiplicative/division pattern as an additive/subtractive one by looking only at the first difference between terms

Difficulty Definitions:
* Easy:
  - The first number is a single digit number and the pattern involves adding or subtracting a number up to 10.
* Medium:
  - The first number is a two-digit number and the pattern involves adding or subtracting a number up to 20.
  - The first number is a single digit number and the pattern involves multiplying by a number up to 10.
* Hard:
  - The first number is a two-digit number and the pattern involves dividing by a single digit number up to 5.
  - The first number is a two-digit number and the pattern involves adding or subtracting a multiple of 5 between 20 and 50.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 14
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.4.OA.C
Cluster Name: Generate and analyze patterns.
Lesson Name: *None specified*
Lesson Order: 111.0
Standard ID: CCSS.MATH.CONTENT.4.OA.C.5+4
Standard Description: Use a rule to complete an input/output table.

Key Concepts:
*None specified*

Learning Objectives:
* Complete an input/output table using a single-operation rule (add, subtract, multiply, or divide)

Assessment Boundaries:
* Assessment is restricted to:
- Two-column input/output tables with "In" and "Out" columns.
- A single rule stated explicitly (e.g., "Rule: add 4", "Rule: subtract 8", "Rule: multiply by 5", "Rule: divide by 2").
- Single-operation rules only: addition, subtraction, multiplication, or division (no multi-step rules).
- Whole positive numbers only. No negatives, fractions, decimals, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.
- Tables contain 4 rows of input values.
- Some output values are given; students fill in the missing output values.
- Input values range from 0 to 100.
- For division rules: inputs are chosen so outputs are always whole numbers (no remainders).
- Rules use small constants:
  • Addition/subtraction: add or subtract 1-14
  • Multiplication: multiply by 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, or 10
  • Division: divide by 1, 2, 5, 6, or 10
- No word problems or real-world contexts.

Common Misconceptions:
* - Students apply the rule inconsistently, correctly filling some cells but making computational errors or forgetting to apply the rule to other cells.
* - Students apply the rule to the output value instead of the input value, working backwards incorrectly (e.g., for "Rule: add 5" with output 10, they write input as 15 instead of recognizing input was 5).
* - Students confuse which column is input and which is output, trying to find patterns in the input column instead of applying the rule to transform inputs to outputs.
* - Students perform the inverse operation instead of the stated rule (e.g., subtracting when the rule says add, or dividing when the rule says multiply).

Difficulty Definitions:
* Easy:
  - Rules: add/subtract 4-9, multiply by 1 or 2, divide by 1 or 2
  - Input values: 0-20
  - Simpler calculations with smaller numbers
* Medium:
  - Rules: add/subtract 7-14, multiply by 0-10, divide by 2, 5, 6, or 10
  - Input values: 0-100
  - May include special cases like multiply by 0 or 1, divide by 1
  - Larger numbers requiring more computation
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 14
Unit Name: Patterns
Cluster ID: CCSS.MATH.CONTENT.4.OA.C
Cluster Name: Generate and analyze patterns.
Lesson Name: Multiplication Input/Output Tables
Lesson Order: 107.0
Standard ID: CCSS.MATH.CONTENT.4.OA.C.5+5
Standard Description: Use a rule to complete a multiplication input/output table.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Convert Time Units: Hours, Minutes, and Seconds
Lesson Order: 116.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+1
Standard Description: Convert between time units (hours, minutes, and seconds) by expressing measurements in larger units as equivalent measurements in smaller units.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a given number of hours to minutes
* Convert a given number of minutes to seconds

Assessment Boundaries:
* Assessment is restricted to:
- Converting from larger to smaller time units only (not reverse direction)
- Only two conversion types: hours to minutes, and minutes to seconds
- No multi-step conversions (e.g., hours directly to seconds)
- Whole numbers from 1 to 10 only as the quantity being converted
- Question stem format: "How many [smaller unit] are in [number] [larger unit]?"
- Single-step conversions requiring one multiplication by 60
- No real-world contexts, word problems, or application scenarios
- No mixed units or compound time expressions
- The unit that's being converted to must be after the blank (e.g., <blank> minutes OR <blank> seconds)

Common Misconceptions:
* Confuses which time units are separated by factor of 60
* Divides by 60 instead of multiplying when converting to smaller units
* Uses 100 instead of 60 as the time conversion factor

Difficulty Definitions:
* Easy:
  - Includes basic conversion fact questions (1 unit only)
  - Uses multipliers 2-7
  - Products range from 120 to 420
* Medium:
  - Uses multipliers 8-10
  - Products range from 480 to 600
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Convert and Compare Customary Units of Length
Lesson Order: 112.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+2
Standard Description: Convert and solve problems involving linear measurement using inches, feet, yards and miles.

Key Concepts:
*None specified*

Learning Objectives:
* Choose which of 4 lengths (< 10 mi) is longer after converting to the same unit.
* Compare lengths expressed in different units and tell which is longer.
* Compare two measurements expressed in different customary units by converting to a common unit and deciding which is greater or if they are equal.
* Convert a distance in feet to inches (or vice versa) in one step.
* Convert a distance in feet to inches in one step.
* Convert between customary length units using base relationships (in↔ft, ft↔yd, yd↔mi, ft↔mi) with whole-number inputs.
* Convert multi-unit multiples using customary length units (e.g., N feet to inches; N miles to feet or yards; N yards to inches)
* Give a reasonable estimate for the measurement of a real world object.
* Give a reasonable estimate for the measurement of a real world object. Example: Which is the best estimate for the weight of a slice of pizza?

Assessment Boundaries:
* Assessment is restricted to:
- Units: inches, feet, yards, and miles only.
- Base facts used: 12 inches = 1 foot; 3 feet = 1 yard; 1,760 yards = 1 mile; 5,280 feet = 1 mile.
- Whole-number inputs and whole-number outputs; no decimals or fractions.
- Conversions are restricted to larger → smaller units only (multiplication-based).
   -  Examples: feet → inches, yards → feet, miles → yards or feet.
- No conversion from smaller → larger units (no division tasks).
- Single-step conversions (multiply by 12, 3, 1,760, or 5,280); when comparing, students conceptually convert one or both measures to a common unit.
- Item formats limited to:
- “Convert:” followed by one equality statement with a single numeric blank represented exactly as <blank> (e.g., Convert: 3 feet = <blank> inches).
- “Which is more, … or … ?” followed by three fixed options in this order:            
First measure    
Second measure
neither; they are equal
-  Question stems, punctuation, and unit wording must match the format exactly:
-  Use complete unit words in lowercase (inches, feet, yards, miles).
-  The equal sign (“=”) always appears before the blank.
-  No additional text or context before or after the stem.
-  No perimeter, area, rate, or context-based problems.
-  No multi-step word problems or metric units.
-  No real-world contexts or scenario framing.
-  All questions must follow the defined formats and wording exactly; any deviation from these patterns is out of scope.
- The blank placeholder must be exactly <blank> and must appear exactly once.

Common Misconceptions:
* Assumes 1 yd equals 12 in, conflating yard and foot conversions
* Compares numeric values directly, ignoring unit size differences
* Confuses 5,280 ft and 1,760 yd, applying wrong mile conversion factor
* Confuses multiplication and division when converting between larger and smaller units

Difficulty Definitions:
* Easy:
  The problem only requires recalling a base equivalence or converting a single base fact (e.g., 1 yard = ___ feet).
Uses the “Convert:” stem only.
No multiplication, division, or comparison reasoning required.
Conversions are always larger → smaller units (e.g., 1 yard = ___ feet).
* Medium:
  Single-Step Conversion (Multiplication only).
The problem requires one calculation (multiply by 12, 3, 1,760, or 5,280) to convert a small whole number of one unit to another.
Uses the “Convert:” stem only.
Excludes all comparison, division, or multi-step problems.
No smaller → larger conversions (no “___ inches = 1 foot” type items).
* Hard:
  Comparison Length Problems (may require converting one or both measures).
Uses “Which is more, … or … ?” only.
Students may convert one or both measures to a common unit using at most one base-fact multiplication per measure (no chained conversions).
All conversions remain larger → smaller.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measuring Length Using Metric Units
Lesson Order: 108.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+3
Standard Description: Convert and solve problems involving linear measurement using metric length units (kilometers, meters, centimeters)

Key Concepts:
*None specified*

Learning Objectives:
* Convert a length from meters to centimeters.
* Convert a length ≤ 10 km to meters or centimeters.
* Convert a two-unit compound length (km and m) to meters. .
* Convert a two-unit compound length (m and cm) to centimeters. .
* Give a reasonable estimate for the measurement of a real world object.

Assessment Boundaries:
* Assessment is restricted to:
- Linear measurement units of kilometers (km), meters (m), and centimeters (cm) only
- Lengths up to 10 kilometers
- Whole numbers only; no fractions or decimals
- Conversions between km ↔ m and m ↔ cm
- Conversions may go from larger to smaller units OR from smaller to larger units
- Includes both simple (single-unit) and compound (mixed-unit) length conversions
- Blank may appear on either side of the equation
- No graphical representations or visual models
- No comparison across different measurement systems (e.g., no inches or feet)
- No real-world context or word problems
- No division by a two-digit number

Override
  • Conversion questions use the format "Convert units:<br> <blank> [units]  = [value with units]" and "Convert units:<br> [value with units]  = <blank> [units]". 
Examples: "Convert units:<br>___ centimeters = 3 meters" or "Convert units:<br>7 km 250 m = ___ m"

Common Misconceptions:
* Student may forget that 1 000 m = 1 km, using 100 instead.
* Student may mis-place zeros when multiplying by 100 or 1 000.
* Student may multiply instead of divide when moving from smaller to larger unit.

Difficulty Definitions:
* Easy:
  - Convert reference values with coefficient of 1
  - Examples: 1 km = ___ m; 1 m = ___ cm; ___ cm = 1 m
  - Establishes basic conversion factors
  - Blank may appear on either side of the equation
  - No real-world context
* Medium:
  - Convert single-unit lengths with whole number coefficients (2-10)
  - Examples: 3 km = ___ m; 10 m = ___ cm; ___ m = 5 km
  - Requires multiplying or dividing the conversion factor by the given coefficient
  - Blank may appear on either side of the equation
  - No real-world context
* Hard:
  - Convert compound (mixed-unit) lengths to a single unit
  - Examples: 7 km 250 m = ___ m; 9 m 64 cm = ___ cm; 2 km 795 m = ___ m
  - Requires converting one or both parts and adding the results
  - May also include larger single-unit conversions (e.g., ___ m = 10 km)
  - No real-world context

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Convert and Compare Customary Units of Weight
Lesson Order: 113.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+4
Standard Description: Recognize and apply the conversion relationships among customary weight units to solve measurement problems.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two customary weights (ounces, pounds, tons) using the “Which is more…” format by conceptually converting to a common smaller unit to determine which is greater or if they are equal.
* Compare weights in pounds and ounces and identify which weight is the greatest.
* Convert a weight in pounds to ounces (≤ 50 lb), or ounces to pounds.
* Convert between larger and smaller customary weight units using base facts (16 ounces = 1 pound; 2,000 pounds = 1 ton), with conversions limited to the larger → smaller direction (e.g., pounds to ounces, tons to pounds).
* Convert between ounces and pounds using 16 ounces = 1 pound (both directions).
* Convert between tons and pounds using 2,000 pounds = 1 ton (both directions).
* Give a reasonable estimate for the measurement of a real world object.
* Give a reasonable estimate for the measurement of a real world object. Example: Which is the best estimate for the weight of a slice of pizza?
* Perform single-step conversions with whole-number values using multiplication by 16 or 2,000, expressed in the “Convert:” format with one numeric blank (e.g., Convert: 3 pounds = ___ ounces).

Assessment Boundaries:
* Assessment is restricted to:

* Units: ounces, pounds, and tons only.
* Base facts: 16 ounces = 1 pound; 2,000 pounds = 1 ton.
* Whole-number inputs and whole-number outputs; no fractions or decimals.
* Conversions are restricted to larger → smaller units (multiplication-based) only.
* Examples: pounds → ounces, tons → pounds.
* No conversion from smaller → larger units (no division tasks).
* Single-step conversions that multiply by 16 or 2,000 only; when comparing, students may convert one or both measures to a common unit **using a single-step conversion (×16 or ×2,000) only**.
* Item formats limited to:
* **"Convert:" followed by one equality statement with a single numeric blank represented exactly as `<blank>`** (e.g., `Convert: 4 pounds = <blank> ounces`).
* "Which is more, … or … ?" followed by three fixed options in this order:
* First measure
* Second measure
* neither, they are equal
* Question stems, punctuation, and unit wording must match the format exactly:
* Use complete unit words in lowercase (ounces, pounds, tons).
* The equal sign ("=") always appears before the blank.
* **The blank placeholder must be exactly `<blank>` and must appear exactly once.**
* No additional text or context before or after the stem.
* No mixed-format measures (e.g., 3 lb 8 oz), no multi-step word problems, and no metric units.
* No real-world contexts or scenario framing.
* All questions must follow the defined formats and wording exactly; any deviation from these patterns is out of scope.

Common Misconceptions:
* Assumes 1 ton equals 1000 pounds, using 1000 as the ton-to-pound factor.
* Compares weights by numeric value only, ignoring unit differences.
* Confuses pounds-to-ounces conversion by dividing by 16 instead of multiplying.
* Treats pounds and ounces as the same unit, leaving numbers unchanged when converting.

Difficulty Definitions:
* Easy:
  Direct base facts and small multiples.
The problem only requires recalling a base equivalence or converting a single base fact (e.g., 1 ton = ___ pounds, 1 pound = ___ ounces).
Uses the "Convert:" stem only.
All conversions are larger → smaller (multiplication only).
No division, no comparison reasoning required.
* Medium:
  Single-step conversions using multiplication by 16 or 2,000.
Converting whole-number multiples (e.g., 8 pounds = ___ ounces, 3 tons = ___ pounds).
Uses the "Convert:" stem only.
No division or smaller → larger conversions.
Excludes all comparison or multi-step problems.
* Hard:
  Comparison reasoning (may require converting one or both measures to a common unit).**
Includes:
All **“Which is more, … or … ?”** questions comparing two measures (e.g., pounds vs tons, ounces vs pounds, ounces vs tons).
Close comparisons and equality cases** (including cases where one or both measures must be converted to determine “neither; they are equal”).
Conversion constraint:** Any needed conversion must be **single-step only**, using **exactly one** of the base multipliers:
pounds → ounces (**×16**) **or**
tons → pounds (**×2,000**)
No chained conversions** (e.g., **no** tons → pounds → ounces).
All conversions remain **larger → smaller** (multiplication only).
Uses only the defined stems exactly: **“Convert:”** or **“Which is more…”**; no metric, no mixed-unit formats, no real-world contexts.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measuring Mass with Metric Units
Lesson Order: 109.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+5
Standard Description: Understand and compare metric mass units, including recognizing the relative values of grams and kilograms.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two masses given in different units
* Compare weights and identify which weight is the greatest.
* Convert a mass from grams to kg.
* Convert a mass ≤ 20 kg to grams; it can have mixed-unit quantities too.
* Convert between kilograms and grams
* Give a reasonable estimate for the measurement of a real world object.
* Give a reasonable estimate for the measurement of a real world object. Example: Which is the best estimate for the weight of a slice of pizza?

Assessment Boundaries:
* Assessment is restricted to:
- Mass units are limited to grams (g) and kilograms (kg) within the metric system.
- The fundamental conversion: 1 kilogram = 1,000 grams.
- Conversions from kilograms to grams only (not grams to kilograms with remainders).
- Whole numbers only - no fractions or decimals in given values or answers.
- Kilogram values range from 1 to 9 kg.
- Mixed unit conversions have kilogram values from 1 to 9 kg and gram values from 1 to 999 g.
- No word problems or real-world estimation context.
- Two question formats only:
  • Conversion questions use the format "Convert units:<br>.  [blank] [units]  = [value with units]" Examples: "Convert units:<br>___ grams = 3 kilograms" or "Convert units:<br>7 kg 250 g = ___ g"
- In conversion questions <blank> should be on the left side of the equation.
  • Comparison questions use EXACTLY the format "Which is more, [value with units] or [value with units]?" with three answer choices: the first value, the second value, or "Neither. Both the same"
- Comparison questions always present one value in kilograms and one value in grams.
- Students multiply by 1,000 to convert kilograms to grams.
- For mixed units (e.g., 6 kg 727 g), students convert kilograms to grams and add the gram value.

Common Misconceptions:
* Students compare values in different units without converting first, directly comparing the numbers (e.g., choosing 500 grams over 2 kilograms because 500 > 2).

**Constraint:** Only use this misconception when the kilogram value is larger in mass but smaller as a number (e.g., 2 kg vs 500 g, 5 kg vs 4,000 g). Otherwise the student gets the right answer by accident."
* Students confuse which unit is larger and may divide by 1,000 when converting the larger unit to the smaller unit instead of multiplying (e.g., converting the larger unit results in a much smaller number instead of a larger number).
* Students convert the first unit portion to the target unit but forget to add the remaining amount, giving only the converted portion as their final answer (e.g., when converting mixed units, they stop after converting only the first part)
* Students forget the conversion factor and use incorrect multipliers like 10 or 100 instead of 1,000 when converting between kilograms and grams.

Difficulty Definitions:
* Easy:
  Convert grams to kilograms using exact thousands (e.g., Convert units:<br>___ grams = 8 kilograms)
Compare one mass in kilograms with one mass in grams (obvious difference)
* Medium:
  Convert mixed units (kilograms and grams together) to grams (e.g., Convert units:<br>6 kg 727 g = ___ g)
Compare one mass in kilograms with one mass in grams (values should be very close like 5 kg and 5,003 g)
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measuring Liquid Volume with Customary Units
Lesson Order: 114.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+6
Standard Description: Convert between customary volume units to solve measurement problems.

Key Concepts:
*None specified*

Learning Objectives:
* Fill in missing values in a two-row conversion table (cups ↔ pints) by scaling up/down with whole-number multiples.
* Fill in missing values in a two-row conversion table (quarts ↔ gallons) by scaling up/down with whole-number multiples.
* Fill in missing values missing values in a two-row conversion table (pints ↔ quarts) by scaling up/down with whole-number multiples.

Assessment Boundaries:
* Assessment is restricted to:

- Units: cups (c), pints (pt), quarts (qt), gallons (gal) only.
- Base relationships: 2 c = 1 pt; 2 pt = 1 qt; 4 qt = 1 gal. Implicit composites allowed via the tables (e.g., 8 pt = 1 gal; 4 c = 1 qt; 16 c = 1 gal) but still derived from those bases.
- Whole-number inputs and outputs; no fractions or decimals.
- Format: two-row conversion tables with multiple rows; students enter missing whole numbers so each row shows equivalent amounts.
- Single-step proportional scaling within a unit pair per item; no multi-step word problems or metric units.

Common Misconceptions:
* Assumes each unit conversion uses factor of 2, even converting quarts to gallons.
* Confuses conversion direction, dividing instead of multiplying for smaller units.
* Confuses conversion direction, multiplying instead of dividing for larger units.
* Ignores composite relationships, failing to multiply through when converting gallons to cups.

Difficulty Definitions:
* Easy:
  - Tables use small multiples and straightforward scaling within one unit pair
  - All values are whole numbers
  - Table contains 4–5 columns (unit label + 3–4 values)
  - Multiple values may be unknown (blanks) in either row
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measuring Volume Using Metric Units
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+7
Standard Description: Convert between metric volume units  of liters and milliliters to solve measurement problems.

Key Concepts:
*None specified*

Learning Objectives:
* Compare volumes that have different units.
* Convert a volume ≤ 20 L to mL (or vice-versa).
* Convert mixed measurements in liters and milliliters (a L b mL) to milliliters.
* Convert whole-number liters to milliliters using 1 L = 1,000 mL.
* Give a reasonable estimate for the measurement of a real world object.

Assessment Boundaries:
* Assessment is restricted to:

- Units limited to liters and milliliters only.
- Inputs are nonnegative whole numbers; answers are whole numbers.
- Conversions allowed:
  - Liters → millileters by multiplying by 1,000. Blank can be on either side. 
  - a L b mL → mL by computing 1,000a + b.
- No prompts requiring decimal liters (e.g., 250 mL → 0.25 L) and no mixed-output conversions unless they stay whole (e.g., 5,000 mL → 5 L).
- Single-step conversions; no multi-step word problems.
- Question Stem must be: Convert:

Common Misconceptions:
* Confuses the metric prefix kilo- with 100, multiplying liters by 100 instead of 1,000
* Ignores liters when adding mixed measures, summing only milliliter values
* Misapplies place value, dropping or adding zeros incorrectly in conversions
* Treats milliliters-to-liters conversion as dividing by 100 rather than by 1,000

Difficulty Definitions:
* Easy:
  - Identity and base facts: 1 liter = __  milliliters ; __ milliliters = 1 liter
  - One-step recall; no addition. 
  - Use Question Stem like : Convert: 1 liter = __  milliliters
  - Never use abbreviations for units
* Medium:
  - Larger whole-number liters to milliliters  (Ranging from 2 liters up to 10 liters) and statement reversals like “__ milliliters  = 8 liters.”
  - ONLY liters to millileter conversion
  - Use Question Stem like : Convert: 5 liters  = __  milliliters ;  Convert __  milliliters = 8 liters
  - Never use abbreviations for units
* Hard:
  - Mixed-unit to mL conversions (a L b mL → mL) requiring 1,000a + b with attention to place value (e.g., 4 L 639 mL → 4,639 mL).
  - Question stems can use unit abbreviations mL and L. For example: Convert: 4 L 3 mL =  __  mL

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Customary Units
Lesson Order: 111.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+8
Standard Description: Identify which customary units are appropriate for a given situation.

Key Concepts:
*None specified*

Learning Objectives:
* Select an appropriate customary unit and reasonable magnitude for length/height/distance (inches, feet, yards, miles).
* Select an appropriate customary unit and reasonable magnitude for liquid volume/capacity (teaspoons, tablespoons, cups, pints, quarts, gallons, fluid ounces).
* Select an appropriate customary unit and reasonable magnitude for weight (ounces, pounds, tons).

Assessment Boundaries:
* Assessment is restricted to:

- U.S. customary units only; no metric and no conversions.
- Single-step estimation by choosing the more reasonable of two options.
- Exactly two answer choices per item; one must be clearly reasonable and the other clearly too large or too small (by unit type and/or order of magnitude).
- Domains and allowed units:
   - Length/height/distance: inches (in), feet (ft), yards (yd), miles (mi).
   - Liquid volume/capacity: teaspoons (tsp), tablespoons (tbsp), cups, pints (pt), quarts (qt), gallons (gal), fluid ounces (fl oz).
   - Weight: ounces (oz), pounds (lb), tons (T).
- Contexts are everyday objects/activities; magnitudes are whole numbers typical for the object:
   - Inches: about 1–40; feet: 1–12; yards: 1–100; miles: 1–100.
   - Teaspoons/tablespoons: 1–50; cups/pints/quarts: 1–30; gallons: 1–50; fl oz: 1–64.
   - Ounces: 1–64; pounds: 1–300; tons: 1+ only for very heavy items (e.g., vehicles).
- No multi-step word problems; no derived measurements (perimeter/area/volume calculations).
- Never provide options in the question stem, should be shown in the MCQ options only.

Common Misconceptions:
* Assumes miles suit short distances like room length, overestimating scale
* Confuses ounces and pounds, thinking an ounce weighs more than a pound
* Misapplies gallons for drink bottles, ignoring gallons far exceed fluid ounces
* Treats yards and feet as same scale, choosing yards for small lengths

Difficulty Definitions:
* Easy:
  - Two-option MCQ with an obvious contrast (e.g., feet vs miles; ounces vs tons; tablespoons vs gallons).
Familiar objects and typical magnitudes; no edge cases.
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Metric Units
Lesson Order: 115.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.1+9
Standard Description: Identify which metric units are appropriate for a given situation.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which units a real world object should be measured in.

Assessment Boundaries:
* Assessment is limited to:
- Units of measurement include: kilometer, meter, centimeter, millimeter,
liter, milliliter, kilogram, gram, milligram

- The number is always that same (e.g. Which is a better estimate for the volume of a bottle of nail polish?)

Common Misconceptions:
* Students choose units based on the sound or familiarity of the word rather than the actual size being measured (selecting "meters" for everything because it sounds most familiar)
* Students confuse larger and smaller units, thinking that bigger objects should be measured with smaller units (like measuring a car's mass in grams instead of kilograms)
* Students don't understand the relative sizes of metric units, believing that centimeters are larger than meters or that grams are heavier than kilograms
* Students pick units randomly without considering whether the measurement would result in a reasonable number (choosing millimeters to measure a football field, which would give an extremely large number)

Difficulty Definitions:
* Easy:
  - All questions are easy
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Reading 24-Hour Time
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+1
Standard Description: Convert between 12-hour (a.m./p.m.) and 24-hour (military) time and solve elapsed-time word problems that use either format.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a clock reading between 24-hour and 12-hour formats.
* Tell what time it is on an analog clock using a 24 hour format.

Assessment Boundaries:
* Assessment is restricted to:
- When visuals are used, only include analog clocks
- Convert times only between 12-hour and 24-hour formats; no other time conversions (e.g., time zones) included.

Common Misconceptions:
* Student may add 12 instead of switching AM/PM when converting to 24-hour format.
* Student may compute elapsed time across the 12→13 boundary incorrectly.
* Student may forget to convert both times to the same format before subtracting.
* Student may omit the leading zero (08:30) and create a misread time.

Difficulty Definitions:
* Easy:
  - Looking at the clock, tell what time it is using the 24-hour format
* Medium:
  - Change the times to the 24-hour clock times.
  - Change the 24-hour times to the a.m. / p.m. times.
* Hard:
  - Word problem

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+10
Standard Description: Use the four operations to solve word problems involving money, including problems involving decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Apply estimation strategies to check the reasonableness of answers to word problems involving money and decimals.
* Divide decimal amounts to solve word problems involving money, ensuring results are accurately interpreted and reported.
* Interpret and solve multi-step word problems involving money and decimals, utilizing the four operations to derive a solution.
* Multiply decimals to solve real-world problems involving money, demonstrating understanding of decimal placement and multiplication.

Assessment Boundaries:
* Assessment is limited to solving one- and two-step word problems involving the four operations with whole numbers and decimal representations up to hundredths, specifically focusing on monetary transactions.

Common Misconceptions:
* Students may confuse decimal points with whole numbers, believing that adding 0.10 and 0.10 will yield 0.20, without understanding the role of decimal places and their equivalence to fractions.
* Students may not apply the four operations accurately when decimals are involved, especially during multiplication and division, often ignoring the place value.
* Students might treat calculations involving money as non-mathematical and neglect to transform words into numbers appropriately, leading to incorrect operations.
* There can be confusion related to converting between units in monetary transactions, such as misunderstanding how to handle currencies, cents to dollars, or vice versa, within word problems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 980.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+11
Standard Description: Use the four operations to solve word problems involving distances, including problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 990.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+12
Standard Description: Use the four operations to solve word problems involving intervals of time, including problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Key Concepts:
*None specified*

Learning Objectives:
* Create and interpret a diagram, such as a number line diagram, to visually represent the solution process for word problems involving time intervals.
* Graphically represent time intervals in a diagram to show chronological order or duration in a word problem (Stimulus necessary)

Assessment Boundaries:
* Limit assessment to one-step and two-step word problems involving time intervals, requiring conversion from hours to minutes or from minutes to seconds. Scenarios should ensure straightforward calculations without multiple conversions within a single problem.

Common Misconceptions:
* Students may believe that the arithmetic operations used in time problems work the same way as in other contexts without recognizing that time involves a unique set of conversions and sometimes results in values greater than or equal to 60, which requires regrouping.
* Students often confuse the units involved in time problems, mixing up hours and minutes or minutes and seconds, not realizing that these conversions are based on multiplying or dividing by 60.
* Students sometimes overlook the necessity to convert mixed units (e.g., 1 hour and 45 minutes must be seen as a total number of minutes when required in calculations).
* There can be a misunderstanding that the same operations are needed for problems involving 'bigger to smaller' and 'smaller to bigger' unit conversions. For example, how division and multiplication apply differently when switching from hours to minutes versus minutes to hours.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+13
Standard Description: Use the four operations to solve word problems involving liquid volumes, including problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to solve multi-step word problems that require the use of different operations and conversions of liquid volumes.
* Evaluate the correctness of solutions to word problems involving liquid volumes by verifying accurate notation and arithmetic operations.
* Reason quantitatively about changes in liquid measurements within word problems, interpreting changes in terms of unit conversion and operation results.

Assessment Boundaries:
* Limit assessment to solving word problems involving conversions within the same measurement system (e.g., converting liters to milliliters) using addition, subtraction, multiplication, and division. Problems should involve straightforward one-step or two-step solutions, avoiding complex multi-step problems.

Common Misconceptions:
* Students may not understand that different units of measurement for liquid volumes (e.g., liters and milliliters) require conversion, mistakenly using the same number without converting to the appropriate unit.
* Students may overlook the need to visualize the problem through diagrams, which can help them understand the relationships between quantities and the operations needed.
* Students might confuse the operations when solving problems with liquid volumes, such as adding when they should be multiplying, especially when dealing with unit conversions that are embedded within word problems.
* There can be a misconception that the context of the problem does not change the mathematical operation required, meaning students might apply operations based purely on the numbers given, without considering the units or the context of the problem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+14
Standard Description: Use the four operations to solve word problems involving masses of objects, including problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+15
Standard Description: Use the four operations to solve word problems involving money, including problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to represent money-based word problems with diagrams, such as number line diagrams, to visualize and solve the problem effectively. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to solving word problems involving money using addition, subtraction, multiplication, and division of whole numbers and decimals to hundredths, converting measurements between larger and smaller monetary units like dollars to cents, and representing solutions with diagrams. Problems involving fractions or advanced conversions between units should not be included.

Common Misconceptions:
* Some students may think multiplication and division are not applicable to money word problems, limiting their problem-solving strategies to just addition and subtraction even when other operations are needed.
* Students may not grasp the necessity of aligning the decimal point in money calculations, leading to errors in results when solving word problems involving addition or subtraction.
* Students might confuse the value of different monetary units and mistakenly add or subtract units like dollars directly with cents without converting them appropriately.
* There can be a misconception that expressing monetary values in terms of smaller units (like converting dollars to cents) is unnecessary, resulting in difficulty solving problems that require unit conversion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 1030.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+16
Standard Description: Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measuring Objects in Inches
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+2
Standard Description: Use rulers to measure objects in inches.

Key Concepts:
*None specified*

Learning Objectives:
* Measure a pictured object to the nearest 1/4 in and record.

Assessment Boundaries:
* Assessment is restricted to:
- Measurements must be taken using rulers with scales marked in inches.
- Inch measurements should be precise up to the nearest 1/4 inch.
- Questions, answers, and explanations must not use decimals.
- Must not include division by a two digit number.

Common Misconceptions:
* Student may start measuring at the ruler’s edge instead of the zero mark.
* Students align objects with random marks on the ruler instead of starting measurement from the zero mark
* Students confuse fractional measurements like 1/2 inch and 1/4 inch, often reading 1/2 inch marks as 1/4 inch or vice versa
* Students count the tick marks on the ruler rather than reading the measurement values between the marks
* Students round measurements to the nearest whole inch instead of measuring to the nearest 1/4 inch as required

Difficulty Definitions:
* Easy:
  - Measurements fall exactly on markings
* Medium:
  - Measurements fall between whole number ruler markings
* Hard:
  - The measurement falls between quarter ruler markings

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measuring Objects in Centimeters and Millimeters
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+3
Standard Description: Use rulers to measure objects in centimeters and millimeters.

Key Concepts:
*None specified*

Learning Objectives:
* Measure a pictured object.

Assessment Boundaries:
* Assessment is restricted to:
- Measurements must be taken using rulers with centimeters and millimeters only.
- Inch measurements should be whole numbers.
- Questions, answers, and explanations must not use decimals.
- Do not include decimals or fractions
- Must not include division by a two digit number.

Common Misconceptions:
* Students align objects with random marks on the ruler instead of starting measurements at the zero mark
* Students confuse the relationship between centimeters and millimeters, thinking there are 100 millimeters in a centimeter instead of 10
* Students measure to the wrong end of an object or misalign the object with the ruler markings, leading to inaccurate length readings
* Students read measurements by counting individual millimeter marks rather than understanding that each centimeter contains 10 millimeter divisions

Difficulty Definitions:
* Easy:
  - Object starts at zero
* Medium:
  - Object does not start at zero
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Find Start and End Times
Lesson Order: 117.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+5
Standard Description: Solve problems involving elapsed time.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a given solution to a word problem involving money and simple fractions to identify any errors in reasoning or calculation, providing a corrected solution and explanation.
* Calculate the finish time when given a start time and multiple elapsed time durations, requiring addition of multiple time intervals
* Calculate the start time when given an end time and multiple elapsed time durations, requiring subtraction of multiple time intervals from the end time
* Solve complex elapsed time problems involving multiple steps, crossing hour boundaries, and requiring careful tracking of hours and minutes when finding start times

Assessment Boundaries:
* Assessment is restricted to:
- Time calculations using hours and minutes only (no seconds).
- Question stem can be under 60 words
- Problems must involve at least two separate elapsed time durations (multistep problems only).
- Start and end times must be within a single 12-hour period (A.M. or P.M. clearly specified).
- Elapsed time durations may be given as minutes only, hours only, or hours and minutes combined.
- All time values must be realistic and grade-appropriate (minutes: 1-59, hours: 1-3).
- Problems must require students to add or subtract multiple time intervals sequentially.
- Time calculations may cross hour boundaries.
- Students must determine either a start time or an end time, not both in the same problem.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)
- Every question must strictly follow this structure:
  1. Context Sentence: Present a realistic scenario involving sequential activities or events with time durations.
  2. Time Information: Provide either a start time with multiple elapsed durations (for finish time problems) or an end time with multiple elapsed durations (for start time problems).
  3. Question: Ask directly for the missing time (start time or finish time) using clear, grade-appropriate language.
- The context must involve at least two distinct time intervals that must be combined.
- Questions must require multistep calculations (adding or subtracting multiple time durations).

Common Misconceptions:
* Adding intervals out of sequence, causing misalignment of intermediate times.
* Subtracting minutes without regrouping, leading to incorrect hour adjustments.
* Switching A.M. and P.M. when calculating start or end times.
* Treating hour and minute units interchangeably, resulting in incorrect conversions during multi-step calculations.

Difficulty Definitions:
* Easy:
  - Given a start time and two elapsed time durations.
  - Task: Find the finish time by adding both durations to the start time.
  - Time durations are given as minutes only or simple hour-and-minute combinations (e.g., 1 hour 30 minutes).
  - Calculations may cross hour boundaries but remain straightforward.
  - Problems involve sequential activities where durations are added together.
* Medium:
  - Given an end time and two elapsed time durations.
  - Task: Find the start time by subtracting both durations from the end time.
  - Time durations may be given as minutes only, hours only, or hours and minutes combined.
  - Calculations require subtracting multiple time intervals sequentially.
  - Problems may cross hour boundaries when subtracting.
* Hard:
  - Given an end time and multiple elapsed time durations (two or more).
  - Task: Find the start time by subtracting all durations from the end time.
  - Time durations may involve more complex combinations (e.g., 1 hour 15 minutes, 2 hours 10 minutes).
  - Calculations require careful tracking when subtracting crosses hour boundaries multiple times.
  - May involve three or more sequential time intervals.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Measurement Word Problems with Fractions
Lesson Order: 118.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+6
Standard Description: Solve measurement word problems with fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Add fractions with like denominators in measurement contexts (e.g., volume, mass, distance, time). Example question: A gardener waters one plant with 3/8 liter and another with 1/8 liter. How many liters of water is that in all?
* Add mixed numbers (with like fractional parts) to find a total measure. Example question: Two boards are 2 3/4 ft and 1 1/4 ft long. What is their combined length?
* Multiply a fraction by a whole number to model equal groups or rates. Example question: A meeting lasts 1/2 hour and happens 5 times this week. How many hours are spent in meetings?
* Multiply a mixed number by a whole number to find a total from equal containers/items. Example question: A pitcher holds 1 1/3 liters. If 4 pitchers are filled, how many liters are there in all?
* Subtract fractions with like denominators, including subtracting a fraction from 1 whole (find the amount left). Example question: A 1-gallon jug is full. If 1/4 gallon is used for a recipe, how many gallons remain?
* Subtract mixed numbers (with like fractional parts) to compare or find “how many more/less,” including cases that require regrouping. Example question: A runner completed 6 1/5 miles on Saturday and 4 4/5 miles on Sunday. How many more miles did they run on Saturday?

Assessment Boundaries:
* Assessment is restricted to:

-Real‑world measurement contexts only (time, length/distance, mass/weight, liquid volume); units remain consistent within an item.
-Operations limited to: add/subtract fractions with like denominators; add/subtract mixed numbers with like fractional parts; multiply a fraction or a mixed number by a whole number; single one-step situations using a fractional rate or scale with a whole-number multiplier.
-Denominators limited to those seen in the sample: 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
- No addition/subtraction of unlike denominators; no fraction × fraction; no division with fractions.
- Items may require converting between mixed numbers and improper fractions, but do not require simplifying unless it is natural; unsimplified correct forms are acceptable.
- Word problems are single-step (determine one operation) even when embedded in rate/scale or “per item” contexts.
- No unit conversions across different units beyond interpreting the given fractional rate/scale.
- Answers are numeric entry as a proper fraction, mixed number, or whole number; no estimation or rounding.

Common Misconceptions:
* Adds fractions with like denominators by also adding denominators.
* Keeps the whole number when subtracting a fraction from a whole.
* Multiplies only the whole part when scaling a mixed number by a whole.
* Treats “each/per” rates as addition instead of multiplying by the whole-number count.

Difficulty Definitions:
* Easy:
  Simple, one-step calculations. No mixed numbers as inputs (except the number 1). Results can be proper fractions, whole numbers, or simple mixed numbers.AND
Addition: Add two proper fractions where the sum is less than or equal to 1.Example (Q1): 1/8 + 2/8 = 3/8 OR
Subtraction (Fraction - Fraction): Subtract two proper fractions. Example (Q3): 9/10 - 3/10 = 6/10 OR
Subtraction (Whole - Fraction): Subtract a proper fraction from the whole number 1.Example (Q10): 1 - 1/4 = 3/4 OR
Multiplication: Multiply a unit fraction (e.g., 1/2, 1/3, 1/4) by a small whole number (e.g., 2-5). The result can be a whole number or a mixed number.Example (Q4): 1/2 pound * 4 sticks = 2 pounds, Example (Q9): 1/2 hour * 3 meetings = 1 1/2 hours
* Medium:
  Introduces mixed numbers (as inputs) and the first, simplest type of regrouping. Problems may involve whole numbers greater than 1. AND
Addition (Mixed Numbers): Add two mixed numbers where the fractional parts sum to less than 1 (no regrouping/carrying needed). Example (Q20): 2 1/3 + 1 1/3 = 3 2/3 OR
Addition (Fractions > 1): Add two proper fractions where the sum is greater than 1, requiring conversion to a mixed number.Example (Similar to Q13): 3/5 + 4/5 = 7/5 = 1 2/5 OR
Subtraction (Mixed Numbers): Subtract two mixed numbers where the first fractional part is larger than the second (no regrouping/borrowing needed).Example (Q14): 2 1/2 - 1 1/2 = 1 OR
Subtraction (Whole - Fraction/Mixed): Subtract a proper fraction OR a mixed number from a whole number greater than 1. (This is the key simple regrouping step for this level).Example (Q12): 12 - 1/4 = 11 3/4 OR
Multiplication: Multiply a non-unit fraction (e.g., 2/3, 3/4, 5/6) by a whole number. The result will likely be an improper fraction needing conversion.
* Hard:
  Requires complex regrouping (borrowing or carrying with mixed numbers) or operations with two mixed numbers.AND
Addition (Mixed w/ Regrouping): Add two mixed numbers where the fractional parts sum to greater than 1, requiring regrouping (carrying the whole). Example (Q29): 9 2/4 + 5 3/4 = 14 5/4 = 15 1/4, Example (Q31): 6 1/4 + 5 3/4 = 11 4/4 = 12 OR
Subtraction (Mixed w/ Regrouping): Subtract two mixed numbers where the first fractional part is smaller than the second, requiring regrouping (borrowing) from the whole number. Example (Q32): 11 1/4 - 9 3/4 = 10 5/4 - 9 3/4 = 1 2/4 OR
Subtraction (Mixed - Fraction): Subtract a proper fraction from a mixed number where regrouping (borrowing) is required. Example (Similar to Q32): 5 1/8 - 3/8 = 4 9/8 - 3/8 = 4 6/8 OR
Multiplication (Mixed * Whole): Multiply a mixed number by a whole number. Example (Q22): 1 1/4 liters * 3 jugs = 3 3/4 liters, Example (Q21): 6 3/4 oz * 6 bottles = 40 2/4

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+7
Standard Description: Use the four operations to solve word problems involving intervals of time, including problems involving decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Create mathematics problems that involve time and decimal operations to demonstrate comprehension of the substandard.

Assessment Boundaries:
* Assessment is limited to solving word problems involving intervals of time using addition, subtraction, multiplication, or division where the values include decimals up to tenths.

Common Misconceptions:
* Students may assume that time intervals must be expressed in whole numbers, overlooking the use of decimals to represent partial intervals, such as fractions of an hour or minute.
* Students may have difficulty with the conversion between units of time, especially when involving decimals, leading to errors in interpreting or solving word problems.
* Students may think that solving time problems with decimals is the same process as using whole numbers, not understanding that decimals represent parts of a whole time unit and may need special consideration.
* Students might confuse the operations needed when working with time, incorrectly applying them as they would with regular numbers (e.g., believing you can directly subtract minutes across hours without regard for conversions).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+8
Standard Description: Use the four operations to solve word problems involving liquid volumes, including problems involving decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Interpret a graph or table showing different liquid volumes with decimal values and answer questions related to comparisons and calculations using these data. (Stimulus necessary)
* Solve multi-step word problems involving liquid volumes with operations on decimal quantities.
* Solve one-step word problems involving addition of liquid volumes expressed in decimals.

Assessment Boundaries:
* Assessment is limited to solving word problems involving liquid volumes using the four operations, ensuring that the use of decimals does not exceed the tenths place. Problems should not require conversions between different measurement units.

Common Misconceptions:
* Students may confuse the four operations (addition, subtraction, multiplication, and division) and not use the appropriate one when solving word problems involving liquid volumes, especially when decimals are involved.
* Students may mistakenly believe that when solving problems involving liquid volumes, the units in the problem do not need to be consistent, leading to incorrect calculations.
* Students might misunderstand the concept of decimal place value when adding or subtracting liquid volumes, treating decimals as whole numbers instead of realizing their fractional value.
* Students might not represent measurements accurately on diagrams, such as number line diagrams, causing errors in their solutions due to misinterpretation of quantities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 15
Unit Name: Measurement Systems, Time & Conversions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+9
Standard Description: Use the four operations to solve word problems involving masses of objects, including problems involving decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Create a table of values or a chart to help solve problems involving the mass of objects and analyze data to draw conclusions. (Stimulus necessary)
* Estimate the results of operations with decimal quantities in word problems involving mass to assess the reasonableness of solutions.
* Transform a larger unit of mass into a smaller unit within word problems to facilitate operations, using multiplication or division.

Assessment Boundaries:
* Assessment is limited to solving word problems involving masses of objects using addition, subtraction, multiplication, and division of decimals up to the tenths place. Problems requiring conversion between different units of mass or involving diagrams are beyond the scope.

Common Misconceptions:
* Many students struggle with understanding the place value of decimals, which affects their ability to perform operations with decimal masses accurately.
* Students often confuse the concept of mass with weight, not recognizing that these are related but distinct concepts. This can lead to incorrect assumptions about the mass of objects, especially in word problems.
* Students sometimes make errors when converting between units, such as from kilograms to grams, not realizing the decimal movement involved in these conversions.
* When solving word problems, students may overlook the need to apply all four operations to find a solution, leading them to incomplete or incorrect answers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 2
Unit Name: Number Relationships
Cluster ID: CCSS.MATH.CONTENT.4.NBT.A+1
Cluster Name: Generalize place value understanding for multi-digit whole numbers.
Lesson Name: Multiplication Patterns
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.A.1+2
Standard Description: Recognize and extend multiplication patterns across increasing place values up to thousands.

Key Concepts:
*None specified*

Learning Objectives:
* Complete multiplication patterns where one factor increases by powers of 10 while the other factor remains constant
* Complete multiplication patterns where one factor increases by powers of 10 while the other factor remains constant.
* Multiply a number by 1,000.
* Multiply a number by 100.
* Multiply a number by a multiple of 1,000.
* Multiply a number by a multiple of 10.
* Multiply a number by a multiple of 100.

Assessment Boundaries:
* Assessment is restricted to:
- Single-digit whole numbers (1-9) for both the constant factor and the base digit of the scaling factor
- One factor remains constant while the other is multiplied by powers of 10 (the pattern shows the base number, then ×10, ×100, and sometimes ×1,000)
- Patterns progress sequentially through consecutive powers of 10 (no skipping)
- Patterns contain 3-4 multiplication equations
- Either the first or second factor may be the one that scales by powers of 10, but not both simultaneously
- Products range from single-digit to five-digit whole numbers
- Only standard multiplication notation (×) and equation format (a × b = c)

Common Misconceptions:
* Appends all factor zeros to 1-digit product, giving too many ending zeros
* Confuses “ten times” with “ten more,” treating ×10 as +10 for factors
* Ignores zeros altogether, repeats the base product for every line in pattern
* Multiplies both factors by 10 each step, over-scaling products by 100

Difficulty Definitions:
* Easy:
  - Patterns extend through 3 rows (ones, tens, hundreds place values)
* Medium:
  - Patterns extend through 4 rows (ones, tens, hundreds, thousands place values)
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 2
Unit Name: Number Relationships
Cluster ID: CCSS.MATH.CONTENT.4.OA.A+1
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.4.OA.A.1+1
Standard Description: Interpret multiplication equations as multiplicative comparisons and represent verbal multiplicative comparisons from word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Find the larger value (e.g. At Cedar Park, the Prairie Path hiking trail is 1 mile long. The Valley View hiking trail is 6 times as long as the Prairie Path hiking trail. How many miles long is the Valley View hiking trail?)
* Find the multiplier (e.g. Duncan's class collected 3 scarves to donate to a local shelter. They also collected 9 pairs of mittens as scarves. How many times as many pairs of mittens than scarves did they collect?)
* Find the smaller value (Kendra counted different colored leaves on a tree. She counted 8 red leaves. There were four times as many red leaves than yellow leave. How many yellow leaves were there?)

Assessment Boundaries:
* Assessment is limited to:
- Multiplication tables 10 x 10, and single digits times a multiple of 10.

Common Misconceptions:
* Students confuse which number represents the multiplier versus the amount being multiplied, incorrectly identifying 7 as "5 times as many as 35" instead of "35 is 5 times as many as 7"
* Students mix up the roles of the product and factors when interpreting equations, thinking that in 24 = 4 × 6, the 4 or 6 could be the larger value instead of 24
* Students reverse the comparison direction, reading 42 = 6 × 7 as "6 is 7 times as many as 42" instead of "42 is 6 times as many as 7"
* Students struggle to distinguish between additive and multiplicative language, interpreting "5 times as many" as "5 more than" rather than understanding it means multiplication

Difficulty Definitions:
* Easy:
  - Involves multiplying the given amount by the comparison factor to get the unknown.
* Medium:
  - Involves dividing the known total by the comparison factor to find the missing amount.
* Hard:
  - Involves solving for the unknown using division.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 2
Unit Name: Number Relationships
Cluster ID: CCSS.MATH.CONTENT.4.OA.A+1
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Compare Numbers Using Multiplication
Lesson Order: 11.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.1+2
Standard Description: Interpret multiplication equations as comparisons and represent multiplicative comparison statements using equations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a verbal statement to determine the order and assignment of quantities in a multiplication equation, focusing on the placement of factors.
* Determine the base value in a multiplicative comparison statement without a provided equation
* Determine the multiplier in a multiplicative comparison statement without a provided equation
* Determine the product in a multiplicative comparison statement without a provided equation
* Identify key terms and phrases that signal a multiplicative comparison in verbal statements, and use these to construct multiplication equations.
* Identify the base value in a multiplicative comparison statement when given an equation
* Identify the multiplier in a multiplicative comparison statement when given an equation
* Identify the product in a multiplicative comparison statement when given an equation
* Represent multiplicative comparisons using different formats of verbal statements to emphasize various aspects of the multiplication equation.

Assessment Boundaries:
* Assessment is restricted to:
- Multiplication equations in the form A = B × C where all values are whole numbers
- Multipliers between 2 and 10
- Base values between 2 and 10
- Products within basic multiplication fact range (4 to 100)

Common Misconceptions:
* Confuses the multiplier with the base in the comparison statement structure
* Reverses the factors when translating from comparison statement to equation
* Treats "times as much as" as addition instead of multiplication

Difficulty Definitions:
* Easy:
  - Equation is provided
  - Missing element is the product OR multiplier
  - Student must identify the correct value from the given equation
  - Sentence stem "Use the equation to complete the sentence"
* Medium:
  - Finding the base value AND includes equation provided, OR
  - Finding the product AND no equation provided
* Hard:
  - No equation is provided
  - Missing element is the multiplier OR base value

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 2
Unit Name: Number Relationships
Cluster ID: CCSS.MATH.CONTENT.4.OA.A+1
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Compare Numbers Using Multiplication: Word Problems
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.2+1
Standard Description: Solve word problems involving multiplicative comparison by using multiplication or division to find an unknown quantity.

Key Concepts:
*None specified*

Learning Objectives:
* Solve for the larger value in word problems involving multiplicative comparisons.
* Solve for the multiplier in word problems involving multiplicative comparisons.
* Solve for the smaller value in word problems involving multiplicative comparisons.

Assessment Boundaries:
* Assessment is restricted to:
- ONLY multipliers and base numbers from 1-10 (inclusive)
- ONLY whole numbers from 2 to 100 as answers
- Single-step word problems only
- Real-world contexts involving measurements (time, length, weight, height), quantities of objects, or money
- Multiplicative comparison language: "times as many/long/much/heavy/tall" or "twice"
- All problems presented as contextual word problems (no bare number problems)

Common Misconceptions:
* Adds instead of multiplies when interpreting "times as many" language
* Multiplies when division is needed to find smaller quantity or multiplier
* Reverses which quantity is multiplier versus compared quantity
* Student may confuse which column of the table is the “one-group” value.
* Treats "twice" as adding 2 rather than multiplying by 2

Difficulty Definitions:
* Easy:
  - Multiply given smaller quantity by given multiplier to find larger quantity 
  - All numbers ≤27
  - Multipliers 2-6
* Medium:
  - Finding the smaller quantity or multiplier
  - Numbers remain ≤27
* Hard:
  - At least one quantity is ≥35 (range 35-100)
  - Multipliers 7-10

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 3
Unit Name: Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Adding Multi-Digit Numbers
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.4+1
Standard Description: Add multi-digit whole numbers up to six digits using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
* Add two whole numbers.

Assessment Boundaries:
* Assessment is restricted to:
- Addends are whole numbers from 1 to 6 digits
- Addition only (no subtraction or other operations)
- No word problems or applied contexts—computation only
- Two addends per problem
- Sums not greater than 6 digits

Common Misconceptions:
* Adds incorrectly when regrouping across zeros
* Forgets to add the regrouped digit to the next place value
* Misaligns digits by place value when setting up the problem
* Records the full sum in a column instead of regrouping

Difficulty Definitions:
* Easy:
  At least one addend is 1-4 digits
May involve straightforward regrouping patterns
* Medium:
  Both addends are 5-6 digits
Multiple regrouping positions required
* Hard:
  Both addends are 5-6 digits
Numbers contain multiple interior zeros (e.g., 607,002)
Regrouping across zeros required

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 3
Unit Name: Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Subtracting Multi-Digit Numbers
Lesson Order: 15.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.4+2
Standard Description: Subtract multi-digit whole numbers up to six digits using the standard algorithm with regrouping.

Key Concepts:
*None specified*

Learning Objectives:
* Develop fluency in subtraction of multi-digit whole numbers by completing timed exercises using the standard algorithm.
* Subtract two whole numbers.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers from 3 to 6 digits
- Problems that require regrouping (borrowing)
- Minuend greater than subtrahend (positive results only)
- No word problems or applied contexts—computation only
- Subtrahend may have fewer digits than minuend
- Do NOT use words "subtrahend" and  "minuend" in explanations
- Do not include leading zeroes in the subtraction.

Common Misconceptions:
* Regroups correctly but forgets to reduce the borrowed-from digit by one
* Regroups unnecessarily when the top digit is already larger than the bottom digit
* Struggles with multi-step regrouping when borrowing across zeros in the minuend
* Subtracts the smaller digit from the larger digit in each place regardless of position

Difficulty Definitions:
* Easy:
  Numbers are 3-4 digits, and
1 regrouping step
* Medium:
  Numbers are 4-5 digits, and
2-3 regrouping steps
* Hard:
  Numbers are 5-6 digits, and
Includes complex regrouping scenarios such as zeros in the minuend or consecutive regrouping across multiple place values

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 3
Unit Name: Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Adding Multi-Digit Numbers: Word Problems
Lesson Order: 14.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.4+3
Standard Description: Solve word problems involving adding multidigit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve addition word problems by adding two whole numbers

Assessment Boundaries:
* Assessment is restricted to:
- Exactly two addends in each problem
- Numbers with 3-6 digits 
- Results up to 7 digits (sums may exceed 1,000,000)
- Real-world contexts with various units (tons, gallons, pounds, dollars, yen, blocks, pieces of clothing, bacteria, acres, salmon, paper clips, etc.)
- Word problems that require identifying addition as the operation
- Whole numbers only (no decimals or fractions)

Common Misconceptions:
* Adds digits from left to right instead of right to left
* Forgets to regroup when a column sum exceeds 9
* Leaves out the carried digit when adding the next column
* Misaligns place values when setting up the addition

Difficulty Definitions:
* Easy:
  Addends with 3-4 digits
Sums under 100,000
* Medium:
  One addend is 5 digits, one is 6 digits OR
Both addends 5 digits
* Hard:
  Both addends 6 digits
Sums may exceed 1,000,000

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 3
Unit Name: Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Subtracting Multi-Digit Numbers: Word Problems
Lesson Order: 16.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.4+4
Standard Description: Solve word problems by subtracting multi-digit whole numbers up to six digits using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
* Solve subtraction word problems by subtracting two whole numbers

Assessment Boundaries:
* Assessment is restricted to:
- Subtraction word problems only (no addition or mixed operations within a single problem)
- Numbers from 3 digits up to 6 digits (hundreds through hundred thousands)
- Problems requiring identification of minuend and subtrahend from context
- Real-world contexts including: animals/objects with two categories, before/after comparisons, selling/removing items, cost breakdowns, population changes, production comparisons, and financial changes
- Single-step subtraction 
- Problems where the total or starting amount is clearly identifiable
- Both "finding the difference" structures (compare two amounts) and "finding the missing part" structures (part-whole relationships)

Common Misconceptions:
* Fails to regroup when a digit in the minuend is smaller than the corresponding digit in the subtrahend
* Makes regrouping errors when zeros are present in the minuend, particularly across multiple place values
* Misidentifies the operation based on keywords like "more" or "left" without analyzing the problem structure
* Subtracts the larger number from the smaller number instead of identifying the correct minuend and subtrahend from context

Difficulty Definitions:
* Easy:
  Numbers are 3-4 digits
Answers typically in the hundreds to low thousands
Context clearly indicates what to subtract from what
* Medium:
  Numbers are 5-6 digits
Answers in the ten thousands or higher
Numbers likely require regrouping across multiple place values
* Hard:
  Numbers are 6 digits
Complex digit patterns requiring extensive regrouping
Answers often in hundred thousands range
Language may be less direct (e.g., "decreased by" rather than "how many more")
May involve starting with a very small number and finding a large increase

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying Numbers by Breaking Them into Parts
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+1
Standard Description: Use the distributive property to break a one-digit × two-digit product into two simpler products [e.g., 7 × 26 = (7 × 20) + (7 × 6)] and add to find the result.

Key Concepts:
*None specified*

Learning Objectives:
* )
* = 45 + 25
* = ?
* Calculate the product of one digit by two digit using partial sums.
* Find the answer to a multiplication of one digit by two digits by finishing the last step (e.g. = 5 x 45 = (5 x 40) + (5 x 5) = 45 + 25 = ?)
* Rewrite a product such as 8 × 37 as two partial products.
* • Match a shown area-model split to its two corresponding partial-product equations.

Assessment Boundaries:
* Assessment is restricted to:
- Multiplication of one-digit whole numbers by two-digit whole numbers.
- Use of the distributive property to break down a product into two simpler products.
- Calculations involve only whole numbers.
- No fractions or decimals are included.
- Parentheses must be used for broken down sums (e.g. (7 x 5) + (8 x 3))
- For problems involving finishing the last step, each step should be written on the next line.

Common Misconceptions:
* Decomposing the two-digit number by digits instead of tens and ones (e.g., 26 as 2 + 6 rather than 20 + 6)
* Distributing to only one addend (e.g., 7 × (20 + 6) → (7 × 20) + 6)
* Losing place value in partial products (e.g., 7 × 20 = 14 instead of 140)
* Omitting required parentheses in the broken-down sum (e.g., writing 7 × 20 + 7 × 6 instead of (7 × 20) + (7 × 6))

Difficulty Definitions:
* Easy:
  - Find the answer to a multiplication of one digit by two digits by finishing the last step (e.g. 
STEP 1        5 x 45
STEP 2        (5 x 40) + (5 x 5)
STEP 3        45 + 25
STEP 4        ?
)
* Medium:
  - Rewrite a product such as 8 × 37 as two partial products.
* Hard:
  - Calculate the product of one digit by two digit using partial sums.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Setting Up Multiplication with Area Models
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+2
Standard Description: Represent a multi-digit multiplication as the area of a rectangle partitioned into smaller rectangles; label each partial area and add to obtain the full area (partial-products model).

Key Concepts:
*None specified*

Learning Objectives:
* Find the total product for a 1-digit × 3-digit multiplication problem by adding the labeled partial areas on a given rectangular area model that partitions the 3-digit number into hundreds, tens, and ones.
(Question type: “What is …? Use the areas shown on the model to help.”)
* Identify the correct rectangular area model for a 1-digit × 3-digit multiplication expression by recognizing how the 3-digit number is decomposed into hundreds, tens, and ones and confirming that the 1-digit factor is correctly placed along the side of the model.
(Question type: “Which model represents …?”)
* Use an area model to solve 1 digt by 3 digit
* Use an area model to solve a 1 digit by 4 digit multiplication problems

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements:**

  * There are two item formats:

    1. **Model-recognition items** – The prompt reads **“Which model represents [factor1] × [factor2]?”** Students select the model that correctly shows the decomposition of the 3-digit number into hundreds, tens, and ones, with the 1-digit factor labeled on the left.
    2. **Computation-support items** – The prompt reads **“What is [factor1] × [factor2]? Use the areas shown on the model to help.”** Partial areas are pre-labeled inside the rectangles; students add them to find the total product.
  * All text must follow these exact wordings and structures.
  * Each model is a **rectangular area model** partitioned into **three sub-rectangles**, corresponding to hundreds, tens, and ones (e.g., 546 = 500 + 40 + 6).
  * For recognition items, no arithmetic is performed. 
  * For recognition items, distractors must differ in the factor labels or decomposition labels (row/column headers), not in the computed partial products.
  * For computation-support items, students compute only the **final sum** of the labeled partial areas (one blank).
  * No contextual sentences, standard-algorithm notation, or lattice models may be used.

* **Numerical and Model Constraints:**

  * One factor is a 1-digit whole number (2–9).
  * The other factor is a 3-digit whole number (100–999).
  * All arithmetic is with whole numbers — no decimals, fractions, or negatives.
  * Each 3-digit factor must be fully decomposed into **hundreds, tens, ones** (exactly three parts).
  * Models are fully labeled; students are not asked to create or label decompositions.

Common Misconceptions:
* Confuses digit with place-value value, multiplying one-digit factor by digit instead of full place value
* Ignores zero-valued partitions, omitting a rectangle when a digit is zero
* Misapplies partition, grouping tens and ones as 16 rather than separate 10 and 6
* Misplaces one-digit factor, placing it above partitions instead of on rectangle side

Difficulty Definitions:
* Easy:
  - Factors are small or “friendly” (2, 3, 5).
  - Models have clear and obvious decompositions (hundreds, tens, and ones distinctly labeled).
  - Incorrect model options, if shown, are easy to spot (e.g., clearly misplaced factor or missing decomposition part).
  - For computation-support items, sums of the three labeled partial areas involve little or no regrouping.
* Medium:
  - Factors include larger digits (6–9) or 3-digit numbers with trickier decompositions (e.g., 392, 453, 546).
  - Distractor models are more subtle (e.g., correct structure but one incorrect place-value part or side-factor misplacement).
  - For computation-support items, addition of three partial areas often requires one regrouping.
* Hard:
  - Factors and totals are larger (products often in the thousands).
  - Addition requires multiple regroupings when summing three partial areas.
  - Distractor models are very similar to the correct one (e.g., slightly incorrect ones digit in the partition or wrong factor placement).
  - Students must carefully analyze place-value labeling and factor positioning to avoid small but critical errors.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplication with Area Models
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+3
Standard Description: Multiply 1-digit numbers by 2-digit numbers using area models.

Key Concepts:
*None specified*

Learning Objectives:
* - Compute the product from a tens-and-ones area model for a 1-digit × 2-digit multiplication problem by finding both partial areas and then the total.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements:**

  * All questions must follow this exact wording sequence:

    1. “Use the model to find [factor1] × [factor2].”
    2. “First, find the area of each rectangle.”
    3. “Then, find the total area.”
  * The model must display a **rectangular area model** showing a **tens-and-ones split of the two-digit factor** (e.g., 59 = 50 + 9).
  * [ROW_1] is the **1-digit factor**; [COL_1] and [COL_2] represent the tens and ones parts of the two-digit factor.
  * Each question contains **two blanks inside the rectangles** (for partial products) and **one blank in the equation line** (for the total product).
  * No contextual or word-problem text may be added.

* **Numerical and Model Constraints:**

  * One factor: 1-digit whole number (2–9).
  * Other factor: 2-digit whole number (10–99).
  * Model partitions the 2-digit number into **tens** and **ones** only.
  * Students compute both partial products and then add them to find the total product.
  * Whole numbers only; no decimals, fractions, or negative values.
  * No unlabeled or alternative model types; **rectangular area model only**.

Common Misconceptions:
* Confuses the tens digit with its value, multiplying 4×4 instead of 4×40
* Ignores one area rectangle, omitting the 4×3 partial product
* Splits the two-digit factor incorrectly, e.g., as 4+30 instead of 40+3
* Treats the area strips as digit sums, computing 4×(4+3)=28

Difficulty Definitions:
* Easy:
  - Smaller factors and friendly tens (e.g., 5 × 21, 4 × 15, 2 × 18, 4 × 43).
  - Both partial products are “clean” (no regrouping).
  - Products generally under 200.
* Medium:
  - Larger factors (often 8s or 9s) or digits requiring regrouping (e.g., 9 × 34, 8 × 48, 5 × 99).
  - Products typically 200–400.
  - Requires adding two partial products that may involve carrying.
* Hard:
  - Bigger pairs with larger tens (e.g., 7 × 52, 6 × 65, 8 × 89).
  - Products typically 400–700.
  - Involves multi-digit addition and regrouping; increased risk of off-by-ten or carry errors.

GENERAL GUIDANCE:
  - Classify by the highest level of regrouping required.
  - If both partial products and the final sum require regrouping (carrying), the item is

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying 1-Digit Numbers by 3-Digit Numbers Using Expanded Form
Lesson Order: 19.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+4
Standard Description: Multiply 1-digit numbers by 3-digit or 4-digit numbers using expanded form.

Key Concepts:
*None specified*

Learning Objectives:
* Complete a multi-step expanded-form multiplication for a 1-digit × multi-digit (3- or 4-digit) problem by
- filling in missing components of the decomposition,
- computing missing partial products, and
- entering the final sum
to show complete understanding of how the expanded form represents the standard multiplication process.
* Construct equations that represent the multiplication of two two-digit numbers and justify the mathematical reasoning behind the process.
* Create a series of equations that show the steps of multiplying two two-digit numbers and summarize how the solution relates to the use of place value.
* Demonstrate the calculation of multiplying two two-digit numbers through the use of equations, highlighting the relationship between place value and multiplication.
* Explain each step in the multiplication of two two-digit numbers using equations, detailing how each partial product is derived.

Assessment Boundaries:
* **Assessment is restricted to:**

* **Question Format and Wording Requirements:**

  * Each question must display a **multi-line expanded-form multiplication equation** beginning with the expression **[1-digit × 3- or 4-digit number]**, followed by successive equalities that show:

    1. the **expanded decomposition** of the multi-digit number,
    2. the **partial-product expressions**,
    3. the **numeric partial products**, and
    4. the **final total product**.
  * The equation layout and wording (“Complete the steps to find the product.”) must remain identical across all items; only the numbers and blank placements vary.
  * **Blanks (<blank-n>)** may appear in any of the following:

    * a missing place-value term in the expanded form,
    * a missing factor inside a partial-product expression,
    * a missing partial-product value, or
    * the final total.
  * Each item includes **2–4 blanks**.
  * No contextual sentences, diagrams, or area models.

* **Numerical Constraints:**

  * One factor is a **1-digit whole number (2–9)**.
  * The other factor is a **3- or 4-digit whole number (100–9,999)**.
  * Expanded decomposition must reflect **base-10 place values** (thousands, hundreds, tens, ones).
  * Zero place values may be omitted or shown as “× 0” when used to assess understanding of zero contribution.
  * Whole-number arithmetic only; no decimals, fractions, or negatives.

* **Content Limits:**

  * No area-model diagrams, arrays, or standard/lattice algorithm steps.
  * No word-problem contexts.
  * Equations only — multi-line, text-based expanded form.

Common Misconceptions:
* Confuses place values by treating 700 as 70 during expansion
* Ignores zero place-value terms, skipping that distributive step
* Misaligns digits when summing partial products, causing incorrect final totals
* Miscounts zeros in partial products, e.g. 8×700=560 instead of 5,600

Difficulty Definitions:
* Easy:
  - Uses 3-digit × 1-digit multiplication. Multiplicand up to 999. Example – 5 × 324 or 6 × 407.
  - Totals typically under 6,000; at most one regroup in addition.
  - Multipliers commonly 3 – 6.
  - Example specs: 5 × 324, 6 × 407 (zero tens term).
* Medium:
  - Uses 4-digit × 1-digit multiplication. Multiplicand between 1,000 and 9,999. Example – 9 × 3,806 or 7 × 4,150.
  - Addition may require regrouping across thousands; totals commonly 10,000 – 35,000.
  - Multipliers often 7 – 9.
  - Example specs: 9 × 3,806, 7 × 4,150.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying 1-Digit Numbers by 4-Digit Numbers
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+5
Standard Description: Multiply 1-digit numbers by 4-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the product of a 1-digit number and a 4-digit number using the standard multiplication algorithm, including regrouping as needed, and provide the final product in a single answer blank.
* Interpret the results of using a rectangular array for multiplication by analyzing how the area of each section corresponds to specific partial products.
* Recognize the efficiency and advantages of using rectangular arrays in breaking down complex multiplication tasks into manageable steps that highlight place value and distributive property.

Assessment Boundaries:
* Assessment is restricted to:

### **Question Format and Wording Requirements**

* Each question must begin with the prompt **“Multiply.”** (with a period) displayed on its own visual line, followed by **two HTML line breaks**:

  * This must be implemented as:
    **`Multiply. <br><br>`**

* The entire question must be produced as **one continuous string with no literal newline characters**.

  * Do **not** insert any `\n`.
  * Do **not** press Enter inside the question.

* All visual line breaks must be created using HTML **`<br>`** tags only.

* The multiplication expression must be presented in **vertical format** using a LaTeX `array` with the following exact structural form (only the digits change):

  ```tex
  ```

 $\begin{array}{rrr}
& \mathrm{3,784} & \phantom{0000} \\
\mathrm{×} & \mathrm{2} & \\
\hline
& \vphantom{\mathtt{0}} & \\
\end{array}$


```

* When placed in the question text, this LaTeX array must appear **without any real newline characters**.

* The LaTeX line breaks must be written using escaped backslashes (`\\\\`) inside a single-line string.

* The blank for the student response must appear **visually below the array**, using:
**`<br><blank>`**
(Do not place `<blank>` on a new line using a literal line break.)

* Each question must contain **exactly one `<blank>`**.

* The multiplication symbol must be the UTF-8 symbol **×**, not `\times`, `x`, or `*`.

* No intermediate steps, partial products, place-value boxes, or scaffolding may be included.

* No contextual sentences or word problems are allowed.

* The structure, alignment, and spacing of the vertical multiplication must remain **identical across all generated items**; only the numbers change.

---

### **Numerical Constraints**

* One factor must be a **4-digit whole number** from **1,000 to 9,999**.
* The other factor must be a **single-digit whole number** from **2 to 9**.
* Only whole-number arithmetic is allowed.
* No decimals, fractions, variables, or negative numbers.
* Regrouping is expected and may occur in any place value.
* Zeros may appear in any position of the multiplicand or product (e.g., 2 × 3,040 = 6,080).

---

### **Content Limits**

* No area models, arrays, or expanded-form representations.
* No boxed standard-algorithm templates or digit-by-digit student input fields.
* Students should provide only the **final product** in the single `<blank>`.
* No multi-step situations, no additional operations, and no real-world contexts.

Common Misconceptions:
* Adds an extra trailing zero, overgeneralizing zero placement from multi-digit multiplication
* Concatenates individual digit products instead of summing with carries
* Fails to carry across zeros, dropping carries when multiplying a zero place
* Ignores place value, multiplying the thousands digit as if it were ones

Difficulty Definitions:
* Easy:
  - Multipliers are small (2–4 or 3–5).
  - Few or simple regrouping steps; products generally below 20,000.
  - Multiplicands may include repeated digits or zeros that simplify computation (e.g., 2 × 3,030).
  - At most two carry operations occur across place values, with no consecutive carries.
* Medium:
  - Multipliers are larger (5–9).
  - Regrouping occurs in three or more places and may include carries in adjacent places.
  - Multiplicands include larger digits (8s, 9s) or internal zeros that create additional regrouping steps.
  - Products often exceed 20,000.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying 2-Digit Numbers by 2-Digit Numbers Using Area Models
Lesson Order: 21.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+6
Standard Description: Multiply 2-digit numbers by 2-digit numbers using area models.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the product of two 2-digit numbers using a tens-and-ones 2×2 area model by finding each of the four partial areas (tens×tens, tens×ones, ones×tens, ones×ones) and then adding them to obtain the total product.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements:**

  * All questions must follow this exact wording sequence:

    1. “Use the model to find [factor1] × [factor2].”
    2. “First, find the area of each rectangle.”
    3. “Then, find the total area.”
  * The model must display a **rectangular area model with a 2 × 2 grid** representing the **tens-and-ones decomposition of both factors**.
  * [ROW_1] and [ROW_2] represent the tens and ones of the first factor; [COL_1] and [COL_2] represent the tens and ones of the second factor.
  * Students enter **four blanks inside the rectangles** (for the partial products) and **one blank in the final equation line** (for the total product).
  * The question format must remain identical for all items; only the numeric factors change.
  * No contextual wording, long-multiplication notation, or lattice grids may be used.

* **Numerical and Model Constraints:**

  * Both factors are 2-digit whole numbers (10–99).
  * Each factor is partitioned into **tens** and **ones** only (no hundreds or three-way splits).
  * Whole-number arithmetic only; no decimals, fractions, or variables.
  * Models may include zeros in the ones place (e.g., 40, 70), yielding zero partial products, but must still use the 2 × 2 format.
  * Students compute all four partial products and add them to find the total product.
  * Models are fully labeled with tens and ones on both factors; students are not asked to construct or choose a decomposition.

Common Misconceptions:
* Confuses tens and ones labels, multiplying 2×4 instead of 20×40
* Ignores two rectangles, finding only two partial products instead of four
* Miscounts zeros in partial products, computing 20×40 as 80 instead of 800
* Treats one rectangle’s operation as addition, adding 20+40 instead of multiplying

Difficulty Definitions:
* Easy:
  - Tens digits are small (1–3) and/or at least one ones digit is 0–4.
  - Each partial product is “friendly” (typically ≤ 400).
  - At most one regrouping when adding all four areas.
  - Totals generally ≤ 1,400 (e.g., 13 × 34, 26 × 14, 33 × 38).
* Medium:
  - At least one factor includes a tens digit of 5–9 or ones digit of 5–9.
  - Two or more partial areas ≥ 500 (e.g., 83 × 47, 71 × 28, 97 × 21).
  - Addition may require multiple regroupings.
  - Totals typically 1,500–4,000.
* Hard:
  - Both factors have large tens digits (6–9) and substantial ones digits (5–9).
  - Four sizable partial areas, including large cross terms (e.g., 63 × 91, 99 × 88, 73 × 87).
  - Addition involves several regroupings and large-number place-value reasoning.
  - Totals often exceed 3,800 and can approach 9,000.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiply a 2-Digit Number by a 2-Digit Number
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+7
Standard Description: Multiply a 2-digit number by a 2-digit number.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the product of two 2-digit whole numbers using the standard multiplication algorithm, including regrouping across ones and tens when needed, and enter only the final product in a horizontal equation of the form: [2-digit number] × [2-digit number] = <blank-1>.

Assessment Boundaries:
* Assessment is restricted to:
---
### **Question Format and Wording Requirements**

* Each question must begin with the prompt **“Multiply.”** (with a period) displayed on its own visual line, followed by **two HTML line breaks**:

  * This must be implemented as:
    **`Multiply. <br><br>`**

* The entire question must be produced as **one continuous string with no literal newline characters**.

  * Do **not** insert any `\n`.
  * Do **not** press Enter inside the question text.

* All visual line breaks must be created using HTML **`<br>`** tags only.

* The multiplication expression must be presented in **vertical format** using a LaTeX `array` with the following exact structural form (only the digits change):

  ```tex
  $\begin{array}{r}
  \phantom{-}\mathrm{xx}\\
  \mathrm{×\ xx}\\
  \hline
  &\vphantom{\mathtt{0}} \\
  \end{array}$
  ```

* When placed in the question text, this LaTeX array must appear **without any real newline characters**.

  * The LaTeX line breaks must be written using escaped backslashes (`\\\\`) inside a single-line string.

* The blank for the student response must appear **visually below the array**, using:
  **`<br><blank>`**
  (Do not place `<blank>` on a new line using a literal line break.)

* Each question must contain **exactly one `<blank>`**.

* The multiplication symbol must be the UTF-8 symbol **×**, not `\times`, `x`, or `*`.

* No intermediate steps, partial products, place-value boxes, or scaffolding may be included.

* No contextual sentences or word problems are allowed.

* The structure, alignment, and spacing of the vertical multiplication must remain **identical across all generated items**; only the numbers change.

---

### **Numerical Constraints**

* Both factors must be **2-digit whole numbers (10–99)**.
* Only whole-number arithmetic is allowed.
* No decimals, fractions, variables, or negative numbers.
* Regrouping across ones and tens is expected when appropriate.
* Zeros and special cases (e.g., 20, 50, 11) may appear but must remain within the 2-digit × 2-digit scope.
* No factor greater than 99; no 3-digit × 2-digit, 2-digit × 3-digit, or multi-step contexts.

---

### **Content Limits**

* No area models, arrays, or expanded-form scaffolds.
* No boxed standard-algorithm templates or digit-by-digit student input fields.
* Students should provide only the **final product** in the single `<blank>`.
* No multi-step contexts, no additional operations, and no real-world contexts.

Common Misconceptions:
* Assumes no carrying, dropping extra tens when individual digits exceed nine.
* Confuses digit-wise multiplication, multiplying tens digits together and ones digits together only.
* Ignores place-value shift, failing to add a zero before second partial product.
* Treats zero in tens place as insignificant, computing 20×34 as 2×34.

Difficulty Definitions:
* Easy:
  - At least one “friendly” factor (multiple of 10 or 11) or small ones digits (0–3).
  - Few or no carries; at most one regrouping step.
  - Products typically below ~1,500.
  - Example cases: 30 × 42, 11 × 68, 20 × 37, 24 × 21.
* Medium:
  - Typical mixed digits; ones digits often 4–7; neither factor a multiple of 10 or 11.
  - One to two carry operations likely (in ones and/or tens).
  - Products typically between ~1,500 and ~4,000.
  - Example cases: 47 × 36, 68 × 14, 39 × 27, 52 × 61.
* Hard:
  - Less-friendly digits with several 8s/9s and/or large tens digits (6–9).
  - Multiple carry operations including adjacent-place regrouping.
  - Products typically 3,500–8,500.
  - Example cases: 78 × 69, 97 × 38, 64 × 87, 93 × 57.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Division with Area Models
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+1
Standard Description: Divide 2-digit numbers by 1-digit numbers using area models.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a 2-digit ÷ 1-digit problem using a rectangular area model by finding the missing side lengths (partial quotients) for each sub-rectangle and then adding them to get the total quotient.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements**

  * All questions must follow this exact instructional sequence and wording:

    * “Use the model to find [dividend] ÷ [divisor].”
    * “First, find the missing side lengths.”
    * “Then, find the quotient.”
  * The model must display a rectangular area model partitioned into two sub-rectangles, each labeled with an area that is a multiple of the divisor.
  * Students determine the missing side lengths (partial quotients) by dividing each sub-area by the divisor, and then add those side lengths to find the total quotient.
  * The question format must remain identical across all generated items, with only the numbers (dividend and divisor) changing.
  * No contextual or word problem language may be added.
  * The answer input structure must include:

    * Two blanks for the missing side lengths (partial quotients).
    * One blank for the final quotient.

* **Numerical and Model Constraints**

  * Dividends are 2-digit whole numbers (20–99).
  * Divisors are 1-digit whole numbers (2–9).
  * Models partition the dividend into two rectangular “chunks,” each a multiple of the divisor (commonly a tens-multiple and a ones/residual multiple).
  * All sub-areas and partial quotients divide evenly; no remainders are allowed.
  * All quotients are whole numbers (no fractions, decimals, or negatives).
  * Only rectangular area models may be used — no long-division notation, arrays of dots, or story problems.

Common Misconceptions:
* Confuses area with side length, computing 60 ÷ 3 = 6 instead of 20
* Ignores second sub-area quotient, reporting only first chunk’s quotient as answer
* Misapplies multiplication instead of division, computing 60 × 3 for side length
* Splits dividend into chunks not divisible by divisor, e.g., 84 = 50 + 34

Difficulty Definitions:
* Easy:
  * The model always includes two sub-areas (rectangular “chunks”), each dividing evenly by the divisor.
* Dividends and divisors are chosen so that both partial quotients and the total quotient are whole numbers (no remainders).
* Sub-areas use friendly tens and ones multiples of the divisor (e.g., 80 and 16 when dividing 96 ÷ 4).
* Addition of partial quotients is straightforward (e.g., 20 + 4 = 24).
* Divisors range from 2–7 to maintain simple computation.
* The visual model, wording, and step structure remain identical across all items:
* “Use the model to find [dividend] ÷ [divisor].”
* “First, find the missing side lengths.”
* “Then, find the quotient.”
* No contextual scenarios, explanations, or remainders are included.
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Division Word Problems
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+2
Standard Description: Use the standard long-division algorithm to find whole-number quotients and record and interpret any remainders.

Key Concepts:
*None specified*

Learning Objectives:
* Solve one-step division word problems involving whole-number dividends (2–4 digits) and 1-digit divisors (2–9) by computing the quotient and interpreting the remainder according to the situation — rounding up (ceiling) when the context requires full coverage (e.g., rows, boxes, vehicles) and down (floor) when the context limits by resources (e.g., can fill, can buy, can give away).
Students record only the final whole-number answer with its appropriate unit label already provided in the question stem (e.g., “<blank-1> boxes”).
* Solve word problems that result in a remainder.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements:**

  * Each item presents a single-step division word problem written in 1–2 short sentences (setup + direct question), followed by exactly one answer blank.
  * The format must read as a short real-world scenario ending with a direct question, e.g.:
    *“A group of 147 students gets to go on a helicopter ride. If each helicopter holds 9 students, how many helicopters should the group plan to use?”*
    **<blank-1> helicopters**
  * No multi-part, multi-operator, or multi-sentence problems.
  * The context always indicates whether to use **the exact quotient, ceiling, or floor** interpretation of the division result.
  * The answer line must contain **exactly one blank**, followed by the appropriate **unit label** from the prompt.
  * No equations or symbolic expressions appear in the question; division occurs only within the word context.

* **Numerical Constraints:**

  **Dividends:** 3- to 4-digit whole numbers (100 – 9 999).
  * **Divisors:** 1-digit whole numbers (2 – 9).
  * **Quotients and answers:** whole numbers only — no fractions or decimals.
  * **Remainder handling:**

    * Use **ceiling** when context implies covering all items/people (e.g., rows, boxes, buses, groups).
    * Use **floor** when context limits by budget or supply (e.g., can buy, can fill, can make).
    * Use **exact quotient** when division is even.

* **Content Limits:**

  * Only **one-step division** problems; no chained reasoning or conversions.
  * Contexts restricted to familiar everyday categories (grouping, packaging, purchasing, filling, seating).
  * Units must be clearly stated in both prompt and answer line.
  * No area models, arrays, or standard-algorithm visuals.
  * No prompts reporting a remainder explicitly (e.g., “R __”).

Common Misconceptions:
* Assumes every nonzero remainder demands an extra group, always rounds up regardless of context.
* Ignores context, always discards remainder (rounds down) even when covering requires rounding up.
* Misapplies place value, dividing single digits instead of two-digit numbers when bringing down.
* Treats remainder separately, writing quotient R remainder instead of providing a whole-number count.

Difficulty Definitions:
* Easy:
  Dividends: 3 digits; divisors: 2–7.
Clear cue words indicate rounding direction (“rows needed,” “can buy,” “boxes needed”).
Quotients typically under 200.
Contexts emphasize straightforward groupings or packaging scenarios.
* Medium:
  Dividends: 4 digits; divisors: 5–7 (some 2s).
Mix of contexts requiring both ceiling and floor interpretations.
Quotients often between 200 and 2,000.
Requires reading precision and basic long-division or mental reasoning.
* Hard:
  Dividends: 4 digits with less-friendly divisors (7–9).
Larger remainders or contexts near rounding boundaries demand careful interpretation.
Alternating ceiling/floor conditions across problems require flexible reasoning.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Long Division without Remainders
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+3
Standard Description: Divide a three-digit dividend by a one-digit divisor with the standard algorithm, yielding a whole-number quotient and no remainder.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Dividing Larger Numbers by 1-Digit Numbers
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+4
Standard Description: Divide a three-digit dividend by a one-digit divisor with the standard algorithm, recording any remainder.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the **quotient and remainder** when dividing a **four-digit whole number (1,000–9,999)** by a **one-digit whole number (2–9)** using the **standard division algorithm**, and enter both values in a horizontal equation of the form: **Divide:** **[dividend] ÷ [divisor] = <blank-1> R <blank-2>**
* Compute the **quotient and remainder** when dividing a **three-digit whole number (100–999)** by a **one-digit whole number (2–9)** using the **standard division algorithm**, and enter both values in a horizontal equation of the form: **Divide:** **[dividend] ÷ [divisor] = <blank-1> R <blank-2>**

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements:**

  * Every question must use the exact wording and layout:
    **Divide:**  **[dividend] ÷ [divisor] = <blank-1> R <blank-2>**
  * This horizontal two-blank format must be used for **all items** — no vertical division, scaffolds, or alternate layouts.
  * The spacing, division symbol (÷), and the uppercase **“R”** for remainder must remain identical across all questions; only the numbers change.
  * Each question includes **two blanks** — the first for the **quotient**, the second for the **remainder**.
  * No contextual sentences, multi-step prompts, or explanatory text beyond the single word **“Divide:”** may be added.

* **Numerical Constraints:**

  * **Dividends:** three- or four-digit whole numbers (100 – 9 999).
  * **Divisors:** one-digit whole numbers (2 – 9).
  * **Quotient** and **remainder** must both be whole numbers.
  * **Remainder range:** 0 ≤ R < divisor.
  * Whole-number arithmetic only; no decimals, fractions, negatives, or variables.
  * Zeros may appear anywhere in the dividend or quotient.

* **Content Limits:**

  * No area models, arrays, or partial-quotients diagrams.
  * No standard-algorithm step boxes or long-division notation.
  * Numeric equation format only — exactly two blanks on one line.
  * All questions must conform to the single-line equation form above.

Common Misconceptions:
* Ignores zero placeholder in quotient, writing 12 R 6 instead of 120 R 6.
* Misapplies remainder, adding leftover to next digit instead of bringing digit down.
* Subtracts only the divisor instead of the full product (e.g., 84 – 7 not 84 – 14).
* Treats remainder as extra quotient digit, appending it instead of marking R.

Difficulty Definitions:
* Easy:
  - Dividends: 3-digit whole numbers (100–999).
  - Divisors: 2–6.
  - One or two non-zero remainder steps at most; remainders typically small or 0.
  - Quotients are two- or three-digit whole numbers.
  - Minimal regrouping; straightforward mental or paper-and-pencil division.
* Medium:
  - Dividends: 4-digit whole numbers (1 000–9 999).
  - Divisors: 5–9.
  - Multiple subtraction cycles before finding remainder.
  - Larger or less “friendly” dividends; regrouping likely.
  - Quotients often in the hundreds or low thousands, remainder non-zero.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Dividing 4-Digit Numbers by 1-Digit Numbers
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+5
Standard Description: Divide a four-digit dividend by a one-digit divisor with the standard algorithm, without a remainder.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the quotient of a **4-digit whole number** divided by a **1-digit whole number** using the **standard division algorithm**, and **enter only the final quotient** in a horizontal equation of the form: **Divide:** **[4-digit number] ÷ [1-digit number] = <blank-1>**
* Divide a 4-digit number by a 1-digit divisor; remainder.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements:**

  * Every question must use the exact wording and layout:
    **Divide:** **[4-digit number] ÷ [1-digit number] = <blank>**
  * The expression must appear in **horizontal format** for all items — no vertical division or scaffolded layouts.
  * The spacing, division symbol (÷), and placement of the blank must remain identical across all questions; only the numbers change.
  * Each question includes **exactly one blank**, representing the **final quotient**.
  * No contextual sentences, word problems, or explanatory text beyond the single word **“Divide:”** may be added.

* **Numerical Constraints:**

  * Dividend: **4-digit whole number (1,000–9,999)**.
  * Divisor: **1-digit whole number (2–9)**.
  * All problems are **exact division only** (no remainders).
  * Whole-number arithmetic only; no decimals, fractions, negatives, or variables.
  * Zeros may appear anywhere in the dividend or quotient.

* **Content Limits:**

  * No area models, arrays, or partial-quotient scaffolds.
  * No step-by-step boxes, long-division notation, or intermediate blanks.
  * No multi-step, contextual, or word-problem formats — numeric equation format only.
  * All items must follow the single-line equation form above.

Common Misconceptions:
* Confuses place values, writing quotient digits in wrong columns
* Ignores zero placeholders, merging non-adjacent digits into single partial dividends
* Misapplies multiplication facts, using incorrect divisor×digit products in subtraction steps
* Subtracts divisor×quotient from the full dividend instead of the current partial dividend

Difficulty Definitions:
* Easy:
  - Dividends: 4-digit whole numbers (1,000–9,999).
  - Divisors: 1-digit whole numbers (2–9).
  - All problems divide evenly (no remainders).
  - Quotients are 3–4 digits, typically ≤ 2,000.
  - Numbers selected for straightforward computation without complex regrouping.
  - Single, uniform difficulty level — all items follow the same “Divide: [4-digit] ÷ [1-digit] = <blank-1>” format.

‏
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Dividing 2-Digit Numbers by 1 Digit Numbers without Remainders
Lesson Order: 24.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+6
Standard Description: Divide 2-digit numbers by 1-digit numbers without remainders.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the quotient of a 2-digit whole number divided by a 1-digit whole number with no remainder, using basic facts and place-value reasoning.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format:**
  All questions must display the prompt **“Divide:”** followed by a numeric expression in the form **[dividend] ÷ [divisor] = <blank-1>**.
  No context sentences, models, or scaffolds may be included.
  Each question includes **exactly one blank** (the quotient).

* **Numerical Constraints:**

  * Dividend: 2-digit whole number (10–99).
  * Divisor: 1-digit whole number (2–9).
  * Quotient: whole number only (no remainders, decimals, or fractions).
  * All problems are **exact division** only.

* **Content Limits:**

  * No word problems, area models, long-division notation, or partial-quotient supports.
  * Facts may include:

    * Tens multiples (e.g., 60 ÷ 5).
    * Non–tens exact facts (e.g., 72 ÷ 8).
    * Repeated-digit dividends dividing evenly (e.g., 55 ÷ 5).

Common Misconceptions:
* Confuses place-value, dividing tens and ones digits separately instead of whole number division.
* Drops zero placeholder, writing 70 ÷7 quotient as 1 instead of 10.
* Ignores regrouping, fails to convert leftover tens into ones for further division.
* Ignores zeros as placeholders, dividing 60 ÷5 by computing 6÷5.

Difficulty Definitions:
* Easy:
  A question is **Easy** if **ANY** of these are true:
* The dividend is a **multiple of 10** (ends in 0)  (e.g., 70 ÷ 5, 60 ÷ 6, 40 ÷ 8)
* The divisor is **2, 3, 4, 5, or 6** AND the dividend is an **even multiple** of that divisor (very common facts)
* The quotient is **≤ 12**
* Medium:
  A question is **Medium** if **ANY** of these are true:
* The dividend is **NOT** a multiple of 10 (doesn’t end in 0) **AND** the divisor is **2–6**.  (example: 87 ÷ 3, 86 ÷ 2, 64 ÷ 2)
* The divisor is **7, 8, or 9** AND the dividend **IS** a multiple of 10. (example: 90 ÷ 9, 70 ÷ 7, 80 ÷ 8)
* The dividend is between **40 and 83** and divisor is **7–9**. (mid-range harder facts but not “upper hard”)
* Hard:
  A question is **Hard** if **ANY** of these are true:
* The dividend is **NOT** a multiple of 10 **AND** the divisor is **7, 8, or 9**.(example types: 91 ÷ 7, 88 ÷ 8, 99 ÷ 9)
* The dividend is **≥ 84** **AND** the divisor is **7, 8, or 9**. (upper-range + hardest fact families)
* The dividend is **two-digit and odd** AND divisor is **9**. (forces less-friendly recall like 45 ÷ 9, 99 ÷ 9)

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 4
Unit Name: Multiplication and Division
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+1
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Dividing 3-Digit Numbers by 1-Digit Numbers Using Area Models
Lesson Order: 25.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.6+7
Standard Description: Divide 3-digit numbers by 1-digit numbers using area models.

Key Concepts:
*None specified*

Learning Objectives:
* Use a rectangular area model with two sub-rectangles to divide a 3-digit number by a 1-digit number.
Students will: 
- Decompose the dividend into two chunks (typically a hundreds multiple and a smaller remainder, e.g., 700 and 42).
- Find the missing side length for each sub-rectangle by dividing its area by the divisor.
- Add the two partial quotients to find the total quotient.

Assessment Boundaries:
* Assessment is restricted to:

* **Question Format and Wording Requirements**

  * All questions must follow this exact instructional sequence and wording:
    * “Use the model to find [dividend] ÷ [divisor].”
    * “First, find the missing side lengths.”
    * “Then, find the quotient.”
  * The model must display a rectangular area model partitioned into two or more sub-rectangles, each labeled with an area that is a multiple of the divisor.
  * Students determine the missing side lengths (partial quotients) by dividing each sub-area by the divisor and then add those side lengths to find the total quotient.
  * The question format must remain identical across all generated items, with only the numbers (dividend and divisor) and number of sub-areas changing.
  * No contextual or word-problem language may be added.
  * The answer input structure must include:

    * Two or more blanks for the missing side lengths (partial quotients).
    * One blank for the final quotient.

* **Numerical and Model Constraints**

  * Dividends are 3-digit whole numbers (100–999).
  * Divisors are 1-digit whole numbers (2–9).
  * Models partition the dividend into rectangular chunks, each a multiple of the divisor (e.g., 700 + 42 or 500 + 100 + 25).
  * All sub-areas and partial quotients divide evenly; no remainders are allowed.
  * All quotients are whole numbers (no fractions, decimals, or negatives).
  * Only rectangular area models may be used — no long-division notation, arrays of dots, or story problems.

* **Partial Quotient Constraints by Difficulty Level**

  * **For EASY (Level 1) problems with TWO sub-rectangles:**
    * The first sub-rectangle must divide to produce a partial quotient of exactly 100 or 20.
    * The second sub-rectangle must divide to produce a partial quotient that is a single digit (1–9).
    * No other partial quotient patterns are permitted for EASY level.
  
  * **For MEDIUM (Level 2) problems with THREE sub-rectangles:**
    * The first sub-rectangle should preferably divide to produce a partial quotient of 100; 50 is occasionally acceptable.
    * The second sub-rectangle should preferably divide to produce a partial quotient that is a multiple of 10 (10, 20, 30, etc.).
    * The third sub-rectangle should preferably divide to produce a partial quotient that is a single digit (1–9

Common Misconceptions:
* Assumes round partitions suffice, splitting 486 into 400 and 86
* Ignores zeros in partial quotients, adding 50+30+1 as 5+3+1
* Reverses sub-area and side, computing 6 ÷ 300 instead of 300 ÷ 6
* Treats each place-value chunk separately, computing 400 ÷ 6 as 4

Difficulty Definitions:
* Easy:
  * Model includes EXACTLY TWO sub-rectangles (rectangular chunks), each dividing evenly by the divisor.
* Answer pattern: { "blank-1": "_", "blank-2": "_", "blank-3": "_" }. No blank-4 in
* Medium:
  * Model includes EXACTLY THREE sub-rectangles (hundreds + tens + ones).
* Answer pattern: { "blank-1": "_", "blank-2": "_", "blank-3": "_", "blank-4": "_" }
* Dividends and divisors are chosen so that all three partial quotients and the total quotient are whole numbers (no remainders).
* **Preferred constraints on partial quotients:**
  * The first partial quotient should typically be 100, though 50 is occasionally acceptable.
  * The second partial quotient should typically be a multiple of 10 (such as 10, 20, or 30).
  * The third partial quotient should typically be a single digit between 1 and 9.
  * Variations from this preferred pattern are permitted when necessary to create valid problems.
* Divisors may range from 2–9, with less "friendly" numbers that still divide evenly.
* Students compute and add three partial quotients, requiring multi-step addition and place-value alignment across hundreds, tens, and ones places.
* All quotients remain whole numbers with no remainders.
* The question format and wording remain identical to the Easy level:
  * "Use the model to find [dividend] ÷ [divisor]."
  * "First, find the missing side lengths."
  * "Then, find the quotient."
* No contextual scenarios, explanations, or remainders are included.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 5
Unit Name: Number Properties
Cluster ID: CCSS.MATH.CONTENT.4.OA.B
Cluster Name: Gain familiarity with factors and multiples.
Lesson Name: Divisibility Rules for 2, 3, 5 and 10
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.4.OA.B.4+1
Standard Description: Check if a number is divisible by 2, 3, 5, or 10 by looking at its last digit.

Key Concepts:
*None specified*

Learning Objectives:
* Decide if a number ≤ 100 is divisible by 10.
* Decide if a number ≤ 100 is divisible by 2.
* Decide if a number ≤ 100 is divisible by 3.
* Decide if a number ≤ 100 is divisible by 5.
* Decide which of the following numbers are divisible by a given number.
* Determine which number is divisible by two numbers.

Assessment Boundaries:
* Assessment is restricted to:
- No fractions or decimals, only whole numbers.
- No visual aids needed
- No comparison or arithmetic operations beyond basic division to check divisibility.
- Divisibility by 2, 3, 5, and/or 10

Common Misconceptions:
* Students assume that checking only the last digit works for all single-digit divisors, attempting to apply this method to numbers like 3, 4, 6, 7, 8, and 9
* Students believe that if a number ends in an even digit, it's automatically divisible by all even numbers, not just 2
* Students incorrectly think that numbers ending in 0 are divisible by 2 and 5 but not 10, failing to recognize that divisibility by 10 includes both 2 and 5
* Students think a number is divisible by 10 if it ends in 0 or 5, confusing the divisibility rules for 5 and 10

Difficulty Definitions:
* Easy:
  - Checking divisibility of two digit numbers
* Medium:
  - Checking divisibility of three digit numbers
* Hard:
  - Determine which number is divisible by two numbers (2-9).
  - Decide which of the following numbers are divisible by a given number.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 5
Unit Name: Number Properties
Cluster ID: CCSS.MATH.CONTENT.4.OA.B
Cluster Name: Gain familiarity with factors and multiples.
Lesson Name: Prime and Composite Numbers
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.4.OA.B.4+2
Standard Description: Determine whether a given whole number in the range 1-100 is prime or composite.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which of four given numbers is composite
* Identify which of four given numbers is prime
* • Sort ten numbers into “prime,” “composite,” and “neither (1).”

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers in the range 2-100
- Pure number classification without additional operations
- No word problems or real-world contexts

Common Misconceptions:
* Assumes all odd numbers are prime
* Classifies 1 as prime despite having only one factor
* Overlooks factors when determining composite numbers
* Treats 2 as composite because it is even

Difficulty Definitions:
* Easy:
  - Numbers from 2-20
* Medium:
  - Numbers from 21-50
* Hard:
  - Numbers from 51-100

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 5
Unit Name: Number Properties
Cluster ID: CCSS.MATH.CONTENT.4.OA.B
Cluster Name: Gain familiarity with factors and multiples.
Lesson Name: Factor Pairs
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.4.OA.B.4+3
Standard Description: Find all factors for a whole number in the range 1-100.

Key Concepts:
*None specified*

Learning Objectives:
* Complete factor pair equations.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers in the range 1–100
- Composite numbers only (numbers with at least two factor pairs)
- No word problems or real-world applications
- Multiplication equation format (N = a × b)

Common Misconceptions:
* Confuses factors with multiples of the number
* Leaves out 1 and the number itself as a valid factor pair
* Misses one or more factor pairs when finding all pairs
* Student may mix factor pairs of two different target numbers.

Difficulty Definitions:
* Easy:
  - Task Format:  One factor is provided in every equation, and the student fills in the single missing factor for each pair.
  - Numbers with  4 factor pairs must be  40 or under
  - Numbers with  2-3 factor pairs  that are  multiples of 5  can be  75 or under  
  - Numbers with  2-3 factor pairs  that are  NOT multiples of 5  must be  40 or under
* Medium:
  - Task Format:  A mix of equations. Some provide one factor and there's one blank, while others have two empty blanks.
  - Instructions:  Must include the text, "Each equation should use a different pair of factors."
  - Uses numbers with  2-6 factor pairs that are NOT  in the easy-difficulty pool
* Hard:
  - Task Format:  All equations have two empty blanks (student is filling out all equations)
  - Instructions:  Must include the text, "Each equation should use a different pair of factors."
  - Uses numbers with  2-6 factor pairs  that are  NOT  in the  easy-difficulty pool

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 5
Unit Name: Number Properties
Cluster ID: CCSS.MATH.CONTENT.4.OA.B
Cluster Name: Gain familiarity with factors and multiples.
Lesson Name: Divisibility Rules for 4, 6, 8, and 9
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.4.OA.B.4+4
Standard Description: Verify if a number is divisible by 4, 6, 8 and 9.

Key Concepts:
*None specified*

Learning Objectives:
* Decide if a number ≤ 100 is divisible by 4.
* Decide if a number ≤ 100 is divisible by 6.
* Decide if a number ≤ 100 is divisible by 8.
* Decide if a number ≤ 100 is divisible by 9.
* Decide which of the following numbers are divisible by a given number.
* Determine which number is divisible by two numbers.

Assessment Boundaries:
* Assessment is restricted to:
- No fractions or decimals, only whole numbers.
- No visual aids needed
- No comparison or arithmetic operations beyond basic division to check divisibility.
- Only include divisibility for 4, 6, 8 and 9.

Common Misconceptions:
* Students check divisibility by 6 by testing only one factor (either 2 or 3) instead of verifying the number is divisible by both 2 and 3
* Students confuse the divisibility rules and check if the digit sum is divisible by 6 when testing for divisibility by 9, or use other incorrect divisibility shortcuts
* Students incorrectly apply the digit sum rule to numbers other than 9, such as checking if a number is divisible by 6 by summing its digits
* Students make arithmetic errors when adding the digits of a number to check divisibility by 9, leading to incorrect conclusions about divisibility

Difficulty Definitions:
* Easy:
  - Checking divisibility of two digit numbers
* Medium:
  - Checking divisibility of three digit numbers
* Hard:
  - Determine which number is divisible by two numbers (2-9).
  - Decide which of the following numbers are divisible by a given number.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 5
Unit Name: Number Properties
Cluster ID: CCSS.MATH.CONTENT.4.OA.B
Cluster Name: Gain familiarity with factors and multiples.
Lesson Name: Divisibility Rules: Word Problems
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.4.OA.B.4+5
Standard Description: Solve a word problem involving divisibility rules.

Key Concepts:
*None specified*

Learning Objectives:
* Determine all one-digit numbers that evenly divide a total quantity in a word problem requiring equal distribution with no remainders.
* Determine which single one-digit number evenly divides a total quantity in a word problem requiring equal distribution with no remainders.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers in the range 24–900 (2-digit and 3-digit numbers)
- Testing divisibility by one-digit numbers: 2, 3, 4, 5, 6, 9, or 10 only
- Word problem contexts involving equal distribution of concrete objects or people (e.g., arranging in rows, dividing into groups, placing on platters, organizing into teams)
- Problems explicitly stating the constraint of equal quantities with no remainders (using language such as "same number," "no leftovers," "no extras," "equal")

Common Misconceptions:
* Applies ones-digit rules to divisors requiring digit sums (e.g., checks ones digit for divisibility by 3 or 9)
* Checks only the ones digit for divisibility by 4 instead of last two digits
* Tests divisibility by only 2 or only 3 when determining divisibility by 6

Difficulty Definitions:
* Easy:
  - 2-digit numbers (24–99)
  - Single correct answer from 3 options
  - Test divisibility by 2, 5, or 10 only (rules based solely on ones digit)--this means the 3 answer options MUST be 2, 5, and 10
* Medium:
  - 2-digit or 3-digit numbers (30–510)
  - Single correct answer from 2–4 options
  - Test divisibility by any of 2, 3, 4, 5, 6, 9, or 10 (includes rules requiring digit sums or last two digits)
* Hard:
  - 2-digit or 3-digit numbers (60–900)
  - Multi-select format: identify all numbers from 4 options that divide the total evenly
  - Test divisibility by any of 2, 3, 4, 5, 6, 9, or 10
  - 2–4 correct answers possible

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 6
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+3
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Finding the Perimeter of Rectangles
Lesson Order: 32.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.3+2
Standard Description: Find the perimeter of rectangles using formulas.

Key Concepts:
*None specified*

Learning Objectives:
* Find the perimeter of a rectangle.

Assessment Boundaries:
* Assessment is restricted to:
- Shape provided is a rectangle or square
- Sides are whole numbers 
- No word problems or real-world context
- All latex must be properly formatted within dollar sign symbols
- Explanations should not use line breaks
- Do not refer to the image as "Figure 1" or use similar terminology. Instead, refer to the image as "this rectangle" or something similar.
- The shape shown will use abbreviations but the question content must write the units spelled out.

Common Misconceptions:
* Students add only two sides instead of all four sides when calculating perimeter (e.g., for a rectangle with length 8 and width 5, they calculate 8 + 5 = 13 instead of 8 + 5 + 8 + 5 = 26)
* Students confuse perimeter and area formulas, multiplying length times width instead of adding all sides together
* Students forget to add the fractional parts when working with mixed numbers in perimeter problems (e.g., treating 2 1/3 as just 2)
* Students incorrectly solve for missing side length by dividing the perimeter by 2 instead of subtracting the two known sides from the perimeter and then dividing by 2

Difficulty Definitions:
* Easy:
  - Side lengths are single-digit numbers
* Medium:
  - Side lengths are 2-digit numbers
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 6
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+3
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Area and Perimeter of Rectangles
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.3+3
Standard Description: Find the area and perimeter of rectangles using formulas.

Key Concepts:
*None specified*

Learning Objectives:
* Find a missing side given the area.
* Find a missing side given the perimeter.
* Find the area of the shape provided
* Find the perimeter of the shape provided
* Select the correct equation to find the area of the shape provided.
* Select the correct equation to find the perimeter of the shape provided.

Assessment Boundaries:
* Assessment is restricted to: 
- Shape provided must be a rectangle or a square
- Side lengths are whole numbers less than 10 
- No word problems or real-world context 
- Question stems must use the word "rectangle" or "square" when referring to the shape
- Unit notation must be consistent throughout all portions of the question
- Units should follow the blank for text entry questions. The word "units" or "square units" should be used when gridlines are used in the stimulus image.
- All latex must be properly formatted within dollar sign symbols
- Explanations should not use line breaks
- Use of unit abbreviations along with the corresponding full words is okay within questions. For example, if the question uses "in" in one place, and "inches" in another place, this is okay and not a reason for failure.
- The only acceptable format for the area formula is $A = l \times w$. No parenthesis can be used.
- The only acceptable format of the perimeter formula is $P = l + w + l + w$. No parenthesis should be used, and multiplication should not be used.
- When gridlines=True, the question stem must begin with the statement "This [square/rectangle] is made of unit squares."
- Aside from the stimulus_description, all mentions of the units must be written out in word form rather than using exponents or abbreviations (e.g., inches, square inches, feet, square feet, centimeters, square centimeters, meters, square meters, units, square units).

Common Misconceptions:
* Students add only two sides instead of all four sides when calculating perimeter
* Students add sides together instead of multiplying when calculating area
* Students divide sides instead of multiplying when calculating area
* Students multiply sides instead of adding when calculating perimeter

Difficulty Definitions:
* Easy:
  - Shape provided has gridlines=True and the labels array is empty.
  - The question stem must begin with the statement "This [square/rectangle] is made of unit squares."
  - Question stem states the side lengths.
  - For "Select the correct equation" problems, all answer options provided include the side length values.
* Medium:
  - Shape provided has gridlines=True and the labels array is empty.
  - The question stem must begin with the statement "This [square/rectangle] is made of unit squares."
  - Question stem uses variables to refer to side lengths. ℓ and w are used for rectangles, and s is used for squares.
  - No "Select the correct equation" problems are at the Medium difficulty level.
* Hard:
  - Shape provided has gridlines=False. The labels array includes two labels for rectangles, and one label for squares.
  - Question stem uses variables to refer to side lengths. ℓ and w are used for rectangles, and s is used for squares.
  - For "Select the correct equation" problems, all answer options use variables to refer to side lengths. ℓ and w are used for rectangles, and s is used for squares.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 6
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+3
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Relationship Between Area and Perimeter
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.3+4
Standard Description: Find the area or perimeter of a rectangle when given another rectangle that has the same area or perimeter.

Key Concepts:
*None specified*

Learning Objectives:
* Given two rectangles with the same area, calculate the perimeter of one rectangle given only one of its side lengths
* Given two rectangles with the same perimeter, calculate the area of one rectangle given only one of its side lengths
* Interpret a word problem to form an equation using the perimeter formula for a rectangle.

Assessment Boundaries:
* Assessment is restricted to: 
- Shapes provided are both rectangles
- Side lengths are whole numbers less than 20
- No word problems or real-world context
- Question stems must state whether the rectangles have the same perimeter or area
- Question stem must NOT use positional words like "above" or "below" when refering to the rectangles shown. Instead, use simple statements like "The rectangles have the same area." or "The rectangles have the same perimeter."
- Unit notation must be consistent throughout all portions of the question
- Units should follow the blank for text entry questions
- Only one side length is provided for the rectangle that the students must calculate area or perimeter for. Students must use the relationship between shapes to solve the problem.

Common Misconceptions:
* Many students might add only two sides of a rectangle and forget that a rectangle has four sides, thus failing to double the sum of one length and one width.
* Students assume that rectangles with the same perimeter must also have the same area
* Students confuse which property is shared, using area calculations when rectangles share perimeter or vice versa
* Students incorrectly assume both rectangles must have identical dimensions if they share the same area or perimeter
* Students multiply or divide the given side length by 2 without first determining the missing dimension of the first rectangle
* Students often confuse the formulas for area and perimeter, applying the area formula when asked to find the perimeter.

Difficulty Definitions:
* Easy:
  - Questions ask for the area of one rectangle
* Medium:
  - Questions ask for the perimeter of one rectangle
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 6
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+3
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: *None specified*
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.3+5
Standard Description: Select rectangles that have the same perimeter or area.

Key Concepts:
*None specified*

Learning Objectives:
* Select the rectangle with the larger perimeter
* Select the rectangle with the smaller perimeter
* Select two rectangles that have the same area

Assessment Boundaries:
* Assessment is restricted to: 
- Shapes provided are all rectangles
- Side lengths are whole numbers less than 15
- No word problems or real-world context
- Unit notation must be consistent throughout all portions of the question

Common Misconceptions:
* Students assume rectangles that look similar in size have the same area or perimeter without calculating
* Students compare only one dimension (length or width) instead of calculating the total perimeter or area
* Students confuse perimeter and area, selecting rectangles with the same perimeter when asked for same area (or vice versa)
* Students incorrectly calculate area by adding sides or perimeter by multiplying sides

Difficulty Definitions:
* Easy:
  - Gridlines are shown on rectangles
  - Select two rectangles that have the same area
  - Select the rectangle with the larger perimeter
  - Select the rectangle with the smaller perimeter
* Medium:
  - Gridlines are shown on rectangles
  - Select two rectangles that have the same area
  - Select the rectangle with the larger area
  - Select the rectangle with the smaller area
* Hard:
  - Gridlines are NOT shown on rectangles
  - Select two rectangles that have the same area
  - Select the rectangle with the larger area
  - Select the rectangle with the smaller area

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 6
Unit Name: Area and Perimeter
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+3
Cluster Name: Solve problems involving measurement and conversion of measurements.
Lesson Name: Area and Perimeter: Word Problems
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.3+6
Standard Description: Solve area and perimeter word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the area of a rectangle or square from a word problem with real world context
* Calculate the perimeter of a rectangle or square from a word problem with real world context
* Given the area, calculate the missing side length of a rectangle or square from a word problem with real world context
* Given the perimeter, calculate the missing side length of a rectangle or square from a word problem with real world context

Assessment Boundaries:
* Assessment is restricted to: 
- No images will be provided in the questions. Questions must be word problems containing real world context.
- Side lengths are whole numbers less than 200
- Unit notation must be consistent throughout all portions of the question
- Units should follow the blank for text entry questions
- For problems where students must find a missing side length based on the area, the area provided must be less than 100.
- The only acceptable format for the area formula is $A = l \times w$. No parenthesis can be used.
- The only acceptable format of the perimeter formula is $P = l + w + l + w$. No parenthesis should be used, and multiplication should not be used.

Common Misconceptions:
* Students add only two sides instead of all four sides when calculating perimeter (e.g., for a rectangle with length 8 and width 5, they calculate 8 + 5 = 13 instead of 8 + 5 + 8 + 5 = 26)
* Students add sides together instead of multiplying when calculating area (e.g., calculating 8 + 5 = 13 instead of 8 × 5 = 40)
* Students confuse perimeter and area formulas, multiplying length times width instead of adding all sides for perimeter
* Students incorrectly solve for missing side length by dividing the perimeter by 2 instead of subtracting the two known sides from the perimeter and then dividing by 2

Difficulty Definitions:
* Easy:
  - Students must calculate perimeter or area from a word problem
  - Side lengths involved in the question must be less than 20
* Medium:
  - Students must find a missing dimension from a word problem
  - One two digit number less than 50 is included in the question
* Hard:
  - Students must find a missing dimension from a word problem
  - One two digit number greater than 50 is included in the question

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying a 2-Digit Number by a 2-Digit Number: Word Problems
Lesson Order: 44.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+10
Standard Description: Solve word problems that require multiplying 2-digit numbers by 2-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems that require multiplying a 2-digit number by a 2-digit number

Assessment Boundaries:
* Assessment is restricted to:
- Exactly two factors per problem — no chains of three or more numbers.  
- Multiplication only. No addition, subtraction, division, powers, roots, or mixed operations anywhere in the item.  
- Whole positive numbers only. No negatives, fractions, decimals, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.  
- Numbers must fall within these ranges:  
  • Both factors: 2-digit numbers (10–99).  
- The final product must fall between 100 and 9,801 (inclusive).  
- The question must be presented as a short word problem in natural language, with clear context (e.g., items, people, objects).  
- No scientific notation.  
- No abstract math prompts (like "Multiply 23 × 45") without context — every item must be in a word problem format.  
- Real-world context is required (school, shops, farms, factories, events, etc.), but phrasing must remain short, simple, and clear.

Common Misconceptions:
* - Students add the two numbers instead of multiplying them, especially when both numbers are similar in size and the context suggests combining.
* - Students forget to align partial products correctly by place value, adding the ones-place partial product directly to the tens-place partial product without shifting.
* - Students forget to regroup (carry) when multiplying or when adding partial products, writing down only the ones digit at each step and losing the tens.
* - Students multiply only the ones digits or only the tens digits and ignore the other place values, treating the problem as a simpler single-digit multiplication.

Difficulty Definitions:
* Easy:
  - Both factors are 2-digit numbers (10–99)
  - Answers range from 3-digit to 4-digit numbers
  - Real-world context required
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying 1-Digit Numbers by 2-Digit or 3-Digit Numbers: Word Problems
Lesson Order: 42.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+8
Standard Description: Solve word problems that require multiplying 1-digit numbers by 2-digit or 3-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems that require multiplying a 1-digit number by a 2- or 3-digit number

Assessment Boundaries:
* Assessment is restricted to:
- Exactly two factors per problem — no chains of three or more numbers.  
- Multiplication only. No addition, subtraction, division, powers, roots, or mixed operations anywhere in the item.  
- Whole positive numbers only. No negatives, fractions, decimals, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.  
- Numbers must fall within these ranges:  
  • First factor: 1-digit number (2–9).  
  • Second factor: 2-digit or 3-digit number (10–999).  
- The final product must fall between 10 and 9,999 (inclusive).  
- The question must be presented as a short word problem in natural language, with clear context (e.g., items, people, objects).  
- No scientific notation.  
- No abstract math prompts (like “Multiply 7 × 12”) without context — every item must be in a word problem format.  
- Real-world context is required (school, shops, farms, factories, etc.), but phrasing must remain short, simple, and clear.

Common Misconceptions:
* - Students add the two numbers instead of multiplying them, especially when the context suggests combining or putting together.
* - Students forget to regroup (carry) when multiplying, writing down only the ones digit of each step and losing the tens.
* - Students misidentify which number represents "groups" and which represents "items per group," leading to confusion about what the answer represents in the context of the problem
* - Students multiply only the ones digit of the multi-digit number and ignore the tens or hundreds place.

Difficulty Definitions:
* Easy:
  - A 1-digit and a 2-digit factors; answers are 2 digit numbers.
  - No regrouping
* Medium:
  - A 1-digit and a 2-digit factors; with regrouping.
  - A 1-digit and a 3-digit factors.
  - Answers - 3 digit numbers.
* Hard:
  - A 1-digit and a 3-digit factors
  - Answers - 4 digit number

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.NBT.B+2
Cluster Name: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson Name: Multiplying 1-Digit Numbers by 3-Digit or 4-Digit Numbers: Word Problems
Lesson Order: 43.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.5+9
Standard Description: Solve word problems that require multiplying 1-digit numbers by 3-digit or 4-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems that require multiplying a 1-digit number by a 3- or 4-digit number

Assessment Boundaries:
* Assessment is restricted to:
- Exactly two factors per problem — no chains of three or more numbers.  
- Multiplication only. No addition, subtraction, division, powers, roots, or mixed operations anywhere in the item.  
- Whole positive numbers only. No negatives, fractions, decimals, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.  
- Numbers must fall within these ranges:  
  • First factor: 1-digit number (2–9).  
  • Second factor: 3-digit or 4-digit number (100–9,999).  
- The final product must fall between 200 and 89,991 (inclusive).  
- The question must be presented as a short word problem in natural language, with clear context (e.g., items, people, objects).  
- No scientific notation.  
- No abstract math prompts (like "Multiply 7 × 1,234") without context — every item must be in a word problem format.  
- Real-world context is required (school, shops, farms, factories, stadiums, events, etc.), but phrasing must remain short, simple, and clear.
* Assessment is restricted to:
- Exactly two factors per problem — no chains of three or more numbers.  
- Multiplication only. No addition, subtraction, division, powers, roots, or mixed operations anywhere in the item.  
- Whole positive numbers only. No negatives, fractions, decimals, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.  
- Numbers must fall within these ranges:  
  • First factor: 1-digit number (2–9).  
  • Second factor: 3-digit or 4-digit number (100–9,999).  
- The final product must fall between 200 and 89,991 (inclusive).  
- The question must be presented as a short word problem in natural language, with clear context (e.g., items, people, or places).  
- No scientific notation.  
- No abstract math prompts (like "Multiply 7 × 1,234") without context — every item must appear in a word-problem format.  
- Real-world context is required (school, shops, farms, factories, stadiums, events, etc.), but phrasing must remain short, simple, and clear.  
- Avoid contexts that imply division, grouping, or sharing — all items should clearly model repeated equal groups or arrays.

Common Misconceptions:
* - Students add the two numbers instead of multiplying them, especially when dealing with larger numbers where the operation seems more complex.
* - Students forget to regroup (carry) when multiplying, especially across multiple place values, writing down only the ones digit at each step and losing the tens.
* - Students lose track of place values when working with 4-digit numbers, misaligning their work or dropping zeros, resulting in products that are off by factors of 10, 100, or 1,000.
* - Students multiply only some digits of the multi-digit number and ignore other place values, particularly the thousands place in 4-digit numbers.

Difficulty Definitions:
* Easy:
  - A 1-digit and a 3-digit number; answers are 3-digit numbers (no regrouping required across all place values, or minimal regrouping)
* Medium:
  - A 1-digit and a 3-digit number; answers are 4-digit numbers
  - A 1-digit and a 4-digit number; answers are 4-digit numbers (with regrouping required in multiple place values)
* Hard:
  - A 1-digit and a 4-digit number; answers are 5-digit numbers
  - Problems requiring regrouping across all place values

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Multi-Step Addition and Subtraction: Word Problems
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.4.NBT.B.4+5
Standard Description: Solve multi-step word problems involving addition and subtraction with whole numbers

Key Concepts:
*None specified*

Learning Objectives:
* Solve two-step word problems where both steps are addition.
* Solve two-step word problems where both steps are subtraction.
* Solve two-step word problems where the first step requires addition and the second step requires subtraction.
* Solve two-step word problems where the first step requires subtraction and the second step requires addition.

Assessment Boundaries:
* Assessment is restricted to: 
- Operations: Addition and subtraction only (not multiplication or division) 
- Number range: Whole numbers from single digits to 4-digit numbers 
- Problem complexity: no more than 2 steps
- Problem structures: Part-whole relationships, comparison relationships, sequential events, starting amounts with changes (additions/subtractions) 
- Comparison language: "more than," "fewer than," and equivalent comparative phrases 
- Contexts: Shopping/money, food/cooking, school activities, gardening, transportation, events, and similar real-world scenarios 
- All problems have whole-number answers

Common Misconceptions:
* Adds instead of subtracts for "fewer than" or discount contexts
* Completes only the first step, leaving out the final calculation
* Interprets "X more than Y" as X total, ignoring reference value Y
* Uses original quantity for all steps instead of updating with intermediate results

Difficulty Definitions:
* Easy:
  - Numbers under 100 
  - Two-step problems with clear structure 
  - Straightforward contexts with direct language
* Medium:
  - Numbers greater than 100 
  - Two steps with more complex relationships 
  - More elaborate scenarios requiring careful interpretation
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Writing Equations to Represent Word Problems
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.1+3
Standard Description: Write equations for equations including addition, subtraction, multiplication, and division. This includes expressing multiplicative relationships.

Key Concepts:
*None specified*

Learning Objectives:
* The letter s stands for the total number of shirts Dirk has. Which equation can you use to find s?)
* Which equation can you use to find how long Elizabeth practiced backflips?)
* Write an equation for a situation using addition
* Write an equation for a situation using multiplication.
* Write an equation for a situation using subtraction
* Write equations with the variable as an unknown factor, addend, or dividend (e.g., 4 × d = 32).

Assessment Boundaries:
* Assessment is limited to:
- Addition and subtraction with values within 0–100 (including totals/differences within 100).
- Multiplication limited to:
  • single-digit × single-digit facts within 10 × 10, and
  • single-digit × multiples of 10 (e.g., 6 × 40).
- Division limited to the inverse of the allowed multiplication facts above, with whole-number quotients only.
  • Note: distractors may include "two-digit × one-digit" (e.g., 12 × 3) ONLY when used as an inverse-confusion distractor for the corresponding division fact using the same two numbers (e.g., 12 ÷ 3).
- All questions provide exactly TWO answer choices (one correct equation, one distractor).
- Students are always given the variable letter to use.

Common Misconceptions:
* Students choose the wrong operation when translating a word problem into an equation. For example, they write addition instead of multiplication for equal groups ("2 + 6 = k" instead of "2 × 6 = k"), or multiplication instead of division for equal sharing ("50 × 5 = n" instead of "50 ÷ 5 = n").
* Students keep the numbers in story order even when the operation requires a specific order. This shows up in subtraction and division (not multiplication/addition). Examples: writing "6 − 12 = p" instead of "12 − 6 = p" for a difference/remaining situation, or writing "5 ÷ 50 = n" instead of "50 ÷ 5 = n" for equal sharing.
* Students place the variable in a position that changes the meaning of the equation (not just reordering terms). For example, for “Eva finished 6 pages out of 12; p is pages left,” they may write "12 − p = 6" or "p − 6 = 12" instead of a correct missing-addend form like "6 + p = 12". (Note: "p + 6 = 12" is equivalent to "6 + p = 12" and should not be treated as wrong.)
* Students rely on keywords and choose an operation that doesn’t match the situation. For example, they write addition instead of subtraction for “threw out / gave away” ("20 + 1 = k" instead of "20 − 1 = k"), or write multiplication instead of a missing-addend relationship ("6 × p = 12" instead of "6 + p = 12").

Difficulty Definitions:
* Easy:
  - Variable is ALWAYS the result (positioned AFTER the equals sign)
  - Standard format: [operation] = [variable]
  - Operations: multiplication (product), division (quotient), addition (sum), subtraction (difference)
  - Distractor typically shows wrong operation with same variable position
* Medium:
  - Variable position VARIES based on what is unknown in the context
  - Variable can appear BEFORE or AFTER equals sign
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Using Strip Diagrams to Solve Multi-Step Word Problems
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.1+4
Standard Description: Use strip diagrams to represent and solve multi-step word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the strip diagram that correctly models a multi-step word problem involving addition, subtraction, multiplication, and/or division.
* Identify the strip diagram that correctly models a multi-step word problem.
* Use a given strip diagram (with multiple initial_segments) to solve a multi-step word problem by determining the value of the unknown quantity.
* Use a given strip diagram (with one initial_segments) to solve a multi-step word problem by determining the value of the unknown quantity.

Assessment Boundaries:
* Assessment is limited to:
- Problems MUST have 2-3 operational steps
- ALL problems conclude with equal distribution/division (finding amount per group)
- Operations include: addition, subtraction, multiplication, and division
- Whole numbers only (no fractions or decimals)
- Division results in whole number quotients (no remainders)
- Real-world contexts familiar to 4th graders
- Do NOT refer to the diagram(s) as "picture diagrams". Instead, just refer to them as "diagrams" or the "diagram".
- All variables must be written as proper latex (e.g. $m$, $p$, $x$, etc)

Common Misconceptions:
* Students confuse which quantity the variable represents, placing the variable label at an intermediate step instead of at the final divided amount in each group
* Students incorrectly match addition and multiplication in the diagram, selecting a diagram that shows repeated addition when the problem requires multiplication (or vice versa), particularly when transitioning between "groups of" language and combined totals
* Students misidentify the number of equal groups in the diagram, counting individual segments instead of recognizing grouped sections that represent equal distribution
* Students select the diagram that matches only the first operation in the problem, ignoring that the strip diagram must represent all steps including the final equal distribution among groups

Difficulty Definitions:
* Easy:
  - Identify the strip diagram that correctly models a multi-step word problem. OR
  - Use a given strip diagram (with one initial_segments) to solve a multi-step word problem by determining the value of the unknown quantity.
* Medium:
  - Use a given strip diagram (with multiple initial_segments) to solve a multi-step word problem by determining the value of the unknown quantity.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.2+2
Standard Description: Divide to solve word problems involving multiplicative comparison by using drawings to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.2+3
Standard Description: Multiply to solve word problems involving multiplicative comparison by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Apply multiplication equations with a variable to solve multi-step word problems that involve multiplicative comparisons.
* Distinguish between multiplicative and additive comparisons and explain the reasoning behind using multiplication for comparison problems.
* Interpret the solutions of equations in multiplicative comparison word problems and verify their reasonableness within the context of the problem.

Assessment Boundaries:
* Assessment is limited to solving word problems using multiplicative comparison by constructing one-step multiplication equations with a focus on identifying which quantity is being compared multiplicatively. Drawings or multi-step procedures are beyond the scope.

Common Misconceptions:
* Students may confuse multiplicative comparison with additive comparison, thinking that a comparison word problem is asking them to add or subtract instead of multiply.
* Students may not recognize terms like "times as many" or "times as much" as indicators for multiplicative comparison, which can lead them to use inappropriate operations or wrong mathematical representations.
* Students often struggle to represent the unknown quantity properly with a symbol in equations, leading to incorrect equation setup.
* There is a misconception that multiplication is only about repeated addition, which may lead students to incorrect interpretations or solutions when the problems present real-world contexts of comparison.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.2+4
Standard Description: Divide to solve word problems involving multiplicative comparison by using equations with a symbol for the unknown number to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the distinguishing factors between multiplicative and additive comparison word problems.

Assessment Boundaries:
* Assessment is focused on dividing whole numbers to solve multiplicative comparison problems using equations with symbols to represent the unknowns. Problems involving different operations or comparisons beyond division for multiplicative comparison are not included.

Common Misconceptions:
* Learners often have difficulty grasping the concept of dividing in multiplicative comparisons and may try to subtract instead of divide when solving word problems.
* Students may confuse multiplicative comparison with additive comparison, leading to incorrect interpretations of division problems. They may think, 'If a is greater than b by c,' means dividing, without distinguishing it from 'a is c times more than b.'
* Students may not understand the use of a symbol for the unknown number in equations and incorrectly try to solve the equation without taking the unknown into account, resulting in faulty solutions.
* There might be a misunderstanding that division always results in a smaller number, which is not necessarily true in all comparative contexts, as it can lead to a larger quotient when comparing multiplicatively.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.2+5
Standard Description: Distinguish multiplicative comparison from additive comparison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.2+6
Standard Description: Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Order of Operations
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+1
Standard Description: Evaluate multi-step numerical expressions that include any of the four operations by correctly applying the conventional order of operations to obtain your answer.

Key Concepts:
*None specified*

Learning Objectives:
* Decide which expression is largest.
* Evaluate a multi-term expression without parentheses.
* Evaluate a similar expression with parentheses.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only.
- No nested parentheses
- Four basic operations: addition, subtraction, multiplication, and division.
- Multi-step numerical expressions with no more than two operations per step.
- Expressions without parentheses or with one pair of parentheses.
- No remainders or decimal numbers.
- No fractions or decimals.
- No graphical representations like number blocks or graphs.
- No variables except for a single letter representing the unknown in equations.
- Numbers are limited to only involve numbers of up to two digits, and only multiplication/division of numbers within the 10 x 10 times table.

Common Misconceptions:
* Student may delay ×/÷ because they appear later in the line.
* Student may ignore parentheses that override the hierarchy.
* Student may lose place‑value accuracy during intermediate calculations.
* Student may work strictly left‑to‑right, ignoring ×/÷ before +/–.

Difficulty Definitions:
* Easy:
  - Numbers limited to 1 digit
  - Two operations per expression
  - No parentheses
* Medium:
  - 3 operations per expression
  - Parentheses group two operations
  - One set of parentheses
* Hard:
  - 4 operations per expression
  - Two sets of parentheses

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Solving Math Problems with Order of Operations
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+3
Standard Description: Write an equation for a multi-step word problem that include any of the four operations.

Key Concepts:
*None specified*

Learning Objectives:
* Write an equation for a multi-step word problem, excluding parentheses.
* Write an equation for a multi-step word problem, including parentheses.
* • Solve a multi-step word problem.

Assessment Boundaries:
* Assessment is restricted to:
- Word problems involve only whole numbers as inputs and outputs; fractions, decimals, and mixed numbers are excluded.
- Multi-step problems requiring two or more of the four operations: addition, subtraction, multiplication, and division.
- Problems may include parentheses but not nested parentheses
- Equations represent problems using a single letter for one unknown quantity; no multiple unknowns or systems of equations.
- Division problems include interpretation of remainders consistent with whole-number answers.
- Numbers used should be within the scope of third-grade proficiency, commonly within 100 or less for multiplication and division, and under 1,000,000 for addition and subtraction.
- Problems exclude use of fractions or decimals, number lines, graphs, number blocks, or geometric shapes as numeric representations.
- Always represent multiplication between a number and a variable, instead of 3x. use times in latex.
- Requires real world context

Common Misconceptions:
* Student may fail to use estimation to check reasonableness, accepting an out-of-range result.
* Student may neglect to interpret a remainder, giving an answer that makes no sense.
* Student may omit writing the equation with a letter for the unknown.
* Student may solve steps out of order, ignoring parentheses.

Difficulty Definitions:
* Easy:
  - Solving a two-step question involving only addition and subtraction.
* Medium:
  - Context is written not in the order that it is to be calculated.
* Hard:
  - More than two computational steps 
  - Using parentheses if being asked to write an equation

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Finding Averages
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+4
Standard Description: Calculate the average of a set of numbers by adding the numbers together and dividing by the total count, and solve real-world problems involving averages.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the mean of a list (2–10 whole numbers).
* Solve a real-world “average” problem such as daily rainfall or scores.

Assessment Boundaries:
* Assessment is restricted to:
- Whole numbers only; no decimals or fractions.
- Lists of two to ten numbers.
- Answers must be whole numbers derived from average calculations.

Common Misconceptions:
* Student may add incorrectly, then divide the wrong total.
* Student may confuse mean with median or mode.
* Student may divide by the wrong count of numbers.
* Student may round intermediate sums, changing the mean.

Difficulty Definitions:
* Easy:
  - Data sets contain 2-3 numbers
  - Sum of numbers is less than 100
  - No real-world context
* Medium:
  - Data sets contain 4-6 numbers
  - Sum of the numbers is less than 500
  - Real world context
* Hard:
  - Sum of the numbers is less than 1,000
  - Real-world context
  - Data sets contain 7-10 numbers

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+5
Standard Description: Using mental computation, assess the reasonableness of answers to multistep word problems posed with whole numbers and having whole-number answers.

Key Concepts:
*None specified*

Learning Objectives:
* Mentally adjust and correct the solutions to multistep word problems, given an unreasonably large or small answer.
* Use mental rounding techniques to approximate the expected outcome of multistep word problems, determining when answers are unreasonable.

Assessment Boundaries:
* Assessment is limited to using mental strategies to check if answers to multistep problems using whole numbers are reasonable, without the requirement of detailed computation or estimation using rounding. The focus remains on recognizing gross errors and simple strategies for validation, rather than precision.

Common Misconceptions:
* Relying solely on mental math might cause students to overlook the importance of verifying calculations with step-by-step solutions in complex, multistep problems.
* Students might incorrectly believe that the first result obtained is always reasonable and do not check it against other potential estimates or use other strategies like rounding.
* Students might not understand the purpose of evaluating the reasonableness of an answer and assume that solving the problem is simply about executing operations without contextual verification.
* There is often confusion between the efficiency of mental computations versus step-by-step calculations, leading students to mistrust their mental estimations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Multi-Step Word Problems Involving Remainders
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+6
Standard Description: Solve multi-step word problems using whole numbers and four operations where remainders must be interpreted in context.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a three-step word problem involving division with remainders and identify only the quotient as the answer to the question.
* Solve a three-step word problem involving division with remainders and identify only the remainder as the answer to the question.
* Solve a two-step word problem involving division with remainders and identify only the quotient as the answer to the question.
* Solve a two-step word problem involving division with remainders and identify only the remainder as the answer to the question.
* Solve two-step word problems (addition followed by division) and identify both the quotient and the remainder.
* Solve two-step word problems (multiplication followed by division) and identify both the quotient and the remainder.
* • Create a bar model to represent a multistep situation, then compute.
* • Explain how each bar segment matches an operation used.

Assessment Boundaries:
* Assessment is restricted to:
- Number of steps: Always 2–3 computational steps, with the final step being division that results in a remainder
- Operations in preliminary steps: Addition (of 2–3 numbers), subtraction, or multiplication; no multi-digit multiplication
- Divisors: 2–10
- Dividends: 10–200 (whole numbers only)
- Examples of remainder interpretations: Leftover items, leftover money, or "need one more" (rounding up) in sufficiency contexts (e.g., vehicles, containers, batches)
- Examples of contexts:  Real-world scenarios including classroom items, shopping, food service, crafts, transportation, family/social activities, and work settings
- Values requested: Quotient only, remainder only, or both quotient and remainder

Common Misconceptions:
* Confuses which value (quotient or remainder) answers the question asked
* Fails to round up when the remainder indicates insufficient capacity
* Ignores the remainder and reports only the quotient when both values are requested
* Misidentifies the divisor by using an intermediate sum instead of the per-group requirement

Difficulty Definitions:
* Easy:
  - Exactly 2 steps: one addition or multiplication, then division
  - Dividend under 100
  - Asks for both quotient and remainder
* Medium:
  - Exactly 2 steps: addition of 3 numbers or moderate multiplication, then division
  - Asks for only the quotient OR only the remainder (not both)
* Hard:
  - 3 steps involving combinations of operations (e.g., add then subtract, subtract then divide, or find half then divide)
  - Dividends up to 200
  - Includes "rounding up" contexts where remainder indicates one additional group/container/trip is needed
  - Asks for only the quotient or only the remainder

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Assessing Reasonableness of Answer
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+7
Standard Description: Assess the reasonableness of multistep word problems by rounding.

Key Concepts:
*None specified*

Learning Objectives:
* Given a two- to three-step word problem and a proposed estimate, use rounding to decide whether the estimate is reasonable, too high, or too low.
* Given a two-step word problem and a proposed estimate, use rounding to decide whether the estimate is reasonable, too high, or too low.

Assessment Boundaries:
* "Assessment is restricted to:
- THREE-OPTION FORMAT: Students choose from 'Yes', 'No, it is much too high', or 'No, it is much too low'
Override: The correct answer should be "No, it is much too low".
- Whole numbers only
- No more than 3-digit numbers used for addition/subtraction
- Reach word problem context
- Estimated numbers must be adequate: 21 to 20 is good, but 365 to 400 is bad.
- Only single-digit multiplication may be used
- Division cannot be outside the 10 x 10 multiplication facts
- Problems involving 2 or 3 steps only
- Operations limited to addition, subtraction, multiplication, and division
- Inclusion of remainders is permitted
- A character in the problem makes the estimate/calculation, and students evaluate it
- Questions use conversational language like 'Does that sound about right?' or 'Is that a good estimate?'
- Reasonable estimates should be within 10-20 of the actual answer
- Every item must include a proposed estimate in the stem (e.g., “about 500”)."

Common Misconceptions:
* Students confuse "reasonable" with "exactly correct" and reject estimates that are close but not precisely matching their calculated answer
* Students make computational errors in the multi-step calculations but then incorrectly conclude the given estimate is unreasonable based on their wrong answer
* Students perform the calculations correctly but forget to compare their exact answer to the given estimate, instead just stating whether their calculation seems right
* Students round each number in the problem before doing any operations, rather than calculating the exact answer first and then rounding to compare with the estimate

Difficulty Definitions:
* Easy:
  - Two-step word problems with simpler numbers (mostly 2-digit numbers)
  - Clear, straightforward contexts (buying items, counting objects)
  - Operations are more obvious (multiplication + addition, subtraction + addition)
* Medium:
  - Two to three-step word problems with larger numbers (3-digit numbers common)
  - More complex scenarios requiring interpretation (splitting evenly, multiple categories)
  - May chain 3 operations (e.g., multiply then add/subtract, or combine then divide)
* Hard:
  -N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Comparison Word Problems: Addition or Multiplication?
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+8
Standard Description: Distinguish between multiplicative and additive comparisons in word problems and represent them with appropriate equations.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the correct additive comparison equation when the unknown is the larger quantity or result.
* Identify the correct additive comparison equation when the unknown is the smaller or original quantity.
* Identify the correct multiplicative comparison equation when the unknown is the larger quantity or result.
* Identify the correct multiplicative comparison equation when the unknown is the smaller or original quantity.

Assessment Boundaries:
* Assessment is restricted to:
- **Number types and ranges:** Whole numbers only; quantities from 2 to 90; multipliers and additive differences from 2 to 10
- **Comparison types:** Multiplicative comparisons using "times as many" language; additive comparisons using "more than" language; implicit comparisons requiring identification of multiplicative relationships
- **Equation format:** Equations with one unknown represented by "?"; unknown can appear in any position (e.g., ? + 5 = 10, 3 × ? = 12, ? × 2 = 6)
- **Contexts:** Everyday situations appropriate for grade 4 (sports, food, school activities, animals, common objects)
- No computation of final answers required
- No variables in the question stem

Common Misconceptions:
* Assumes all comparison problems require addition regardless of language
* Confuses "times as many" with "more than" and selects addition for multiplicative comparisons
* Misinterprets "how many times as" questions as requiring addition or subtraction
* Reverses operands when the unknown represents the original or smaller quantity

Difficulty Definitions:
* Easy:
  - Unknown is always the result or larger quantity (equation form examples: a + b = ? or a × b = ?)
  - Comparison type is explicitly stated with standard phrasing ("times as many" or "more than")
  - Single-digit numbers only (2-10)
* Medium:
  - Unknown is the smaller or original/base quantity (example equation forms: ? + b = c or a × ? = c) AND numbers range from 2-10, OR
  - Unknown is the result or larger quantity (equation form examples: a + b = ? or a × b = ?) AND numbers range from 10-60
  - Comparison type is explicitly stated with standard phrasing ("times as many" or "more than")
* Hard:
  - Unknown is the result or larger quantity (equation form examples: a + b = ? or a × b = ?) AND numbers range from 60-90, OR
  - Unknown is the smaller or original/base quantity (example equation forms: ? + b = c or a × ? = c) AND numbers range from 10-90
  - Comparison type is implicit or requires interpretation (e.g., "how many times as long" without "times as many" structure)

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 7
Unit Name: Equations and Representations
Cluster ID: CCSS.MATH.CONTENT.4.OA.A
Cluster Name: Use the four operations with whole numbers to solve problems.
Lesson Name: Multi-Step Multiplication Word Problems
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.4.OA.A.3+9
Standard Description: Solve multi-step word problems that require multiplying 1-digit numbers by 2-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve multi-step word problems that require multiplying a 1-digit number by a 2-digit number, then adding or subtracting the results

Assessment Boundaries:
* Assessment is restricted to:
- Two or three steps maximum per problem.
- Operations allowed: multiplication (1-digit × 2-digit), and addition only. No division, powers, roots, or other operations. (override to add addition)
- Whole positive numbers only. No negatives, fractions, decimals, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.
- Numbers must fall within these ranges:
  • 1-digit factors: 2–9
  • 2-digit factors: 10–99
  • Products from individual multiplications: 20–891
  • Final answers after all operations: 10–2,000
- At least one multiplication step is required in every problem.
- Addition or subtraction step(s) follow multiplication step(s).
- The question must be presented as a word problem in natural language, with clear context (e.g., items, people, objects, events).
- No scientific notation.
- No abstract math prompts without context — every item must be in a word problem format.
- Real-world context is required, but phrasing must remain short, simple, and clear. It is good to provide more real world details and be consistent in them; to make the question a little bit more difficult and interesting. 

Override:
Banned number combinations:
4×12, 3×12, 4×15, 3×15, 5×13, 5×14, 5×18, 5×26, 6×15, 6×18, 7×14, 7×16, 7×23, 8×24, 8×26, 8×54, 9×14, 9×52, 9×87, 9×98, 9×99, 23×9, 14×7, 2×16, 3×11, 3×16, 5×11, 6×11, 7×11, 4×14, 5×12, 6×13, 7×41, 5×22, 6×30, 7×15, 2×13, 4×24, 5×18, 9×28, 7×24, 4×23, 6×17, 4×18, 2×15, 3×16

Banned topics:
boxes of markers, boxes of crayons, boxes of pencils, packs of markers, packs of pencils, sheets of stickers, packs of stickers, boxes of erasers, teacher has boxes, trading cards in boxes, baskets of apples, baskets of oranges, baskets of berries, fruit baskets, rows of flowers, rows of plants, flower beds, farmer planting flowers, rows of desks, rows of chairs, tables with chairs, classroom desks, bakery baking muffins, bakery preparing cupcakes, baking cookies, chef baking, trays of cookies, trays of brownies, classes with students going home, chicken coops and rabbit hutches, tennis balls in boxes, orchard worker with fruit, science lab beakers and test tubes, train cars with seats, parking lot rows of cars, computer labs and mobile carts, soccer balls and water bottles, nature center fish tanks and bird feeders, jump ropes in gym bins, puzzles with pieces, playing cards in decks, board games on shelves, bus fleet comparisons, cartons of eggs, bottles in store, bags of potatoes, bunches of bananas, bunches of grapes, bikes on racks, suitcases on carts, bird feeders with birds, music shop instruments, factory widgets, warehouse crates, bags of marbles, notebooks in stacks, rice or flour in bags, toy store shelves, bookstore shelves, pet store fish tanks, bird cages with birds, bakery cookie trays

Recommended topics:
FOOD & GROCERY: cans of soup, cans of vegetables, boxes of cereal, cartons of milk, cartons of juice, loaves of bread, packages of cheese
SCHOOL & LEARNING: art canvas panels, glue sticks in supply closet, scissors in classroom bins, calculators on charging stations, microscopes on tables, library book carts
SPORTS & RECREATION: basketballs in equipment cage, tennis rackets in storage, swim goggles in bins, baseball bats on racks, yoga mats on shelves, frisbees in park bins
TRANSPORTATION: subway cars with passengers, metro cars with seats, ferry boats with seats, taxis in airport line, shopping carts in parking corrals
NATURE & ANIMALS: turtle eggs in nests, squirrels in park sections, ladybugs on plant leaves, frogs on lily pads, ducks in pond groups, butterfly gardens
HOME & DAILY LIFE: stamps in sheets, batteries in packages, light switches in rooms, door knobs on display, coat hooks on racks, shoe pairs in boxes, buttons on shirts, tiles on walls, windows on buildings, picture frames on walls, plates in cupboards, towels in closets, pillows on beds
WAREHOUSE & FACTORY: pallets with non-food items, shipping containers, boxes of tools, hardware supplies, fabric bolts, craft supplies

Common Misconceptions:
* - Students add or subtract before multiplying, violating the order of operations, because they read the problem left-to-right and compute as they go.
* - Students correctly multiply but then add or subtract the wrong numbers, losing track of which quantities go together (e.g., adding the multiplier instead of the additional quantity mentioned in the problem).
* - Students multiply all numbers together regardless of the problem context, treating every number as a factor even when some numbers should be added or subtracted.
* - Students perform only one operation (either just multiplication or just addition/subtraction) and ignore the other required step, answering with an intermediate value instead of the final answer.

Difficulty Definitions:
* Easy:
  - Two-step problems: multiply once, then add or subtract once
  - Smaller numbers (1-digit factors: 2–5; 2-digit factors: 10–30)
  - Clear sequential structure (first this happens, then that happens)
  - Final answers typically 2-digit or small 3-digit numbers
* Medium:
  - Two or three steps: multiply twice, then add or subtract to combine
  - Moderate numbers (1-digit factors: 2–9; 2-digit factors: 10–99)
  - May require identifying multiple operations within a single context
  - Final answers typically 3-digit numbers
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.MD.A+1
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Solving Time and Measurement Problems with Fractions
Lesson Order: 83.0
Standard ID: CCSS.MATH.CONTENT.4.MD.A.2+4
Standard Description: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, or masses of objects involving simple fractions

Key Concepts:
*None specified*

Learning Objectives:
* Solve a two-step problem about distances.
* Solve a two-step problem about liquid volume.
* Solve a two-step problem about masses.
* Use halves and quarters of hours to solve problems related to elapsed time.

Assessment Boundaries:
* Assessment is restricted to:
- Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12
- Word problems involving distances, intervals of time, liquid volumes, or masses of objects.
- Problems must have at least one non-whole number.
- Numbers can be a combination of whole numbers, mixed numbers, and fractions less than 1
- Measurements in standard units (e.g., in units of km, m, cm; kg, g; lb, oz; L, mL; hr,
min, sec).
- No conversion between different units (e.g., no conversion from meters to kilometers).
- No use of non-standard measurement tools or diagrams beyond number lines.
- Directions should always include instructions to provide answer in lowest terms.
- Multiplication is limited to a whole number times a fraction.
- No division.
- No word problems that require more than two steps.
- Addition and subtraction of fractions must have common denominators

Common Misconceptions:
* Students add or subtract fractions without finding a common denominator, treating the numerators and denominators as separate whole numbers
* Students forget to reduce their final answers to lowest terms even when the problem specifically requests it
* Students incorrectly convert mixed numbers to improper fractions or vice versa when performing operations, leading to calculation errors
* Students misinterpret word problems by choosing the wrong operation, particularly confusing when to add versus subtract when dealing with time intervals or measurement differences

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  - Addition/subtraction steps do not require regrouping
  - Two step combinations involve addition and subtraction only.
* Hard:
  - Addition/subtraction steps require regrouping.
  - Two step combinations include any combination of addition, subtraction and multiplication.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.MD.B
Cluster Name: Represent and interpret data.
Lesson Name: Line Plots with Fractions
Lesson Order: 58.0
Standard ID: CCSS.MATH.CONTENT.4.MD.B.4+1
Standard Description: Identify a line plot to display a data set of measurements in fractions of a unit

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must use denominators of 8 only (eighths).
- Numerators must be whole numbers appropriate to the denominator; whole numbers may be included when appropriate for the context.
- Real-world contexts must be grade-appropriate and provide a clear explanation for the data collection.


QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

   Real-World Context: A grade-appropriate, explanatory paragraph
   Give information: "Use your line plot to answer the question below." This line must appear on a new line immediately after the real-world context.
   A single, clear question that requires students to read and interpret the line plot to find the answer.
   Instruction field: "Write your answer as a fraction, mixed number, or whole number."

Common Misconceptions:
* Adds like fractions by adding denominators; e.g., 1/4 + 1/4 = 2/8.
* Counts all Xs, not only those meeting the question’s condition.
* Ignores equality in “at least/at most”; excludes data exactly at the boundary.
* Misreads axis increments; treats each tick as 1 unit instead of 1/2, 1/4, 1/8.

Difficulty Definitions:
* Easy:
  - N/A
* Medium:
  -N/A
* Hard:
  - Analyze a line plot with fractional values to calculate the difference between two data points, such as the difference between the maximum and minimum values.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.MD.B
Cluster Name: Represent and interpret data.
Lesson Name: Solving Problems with Line Plots
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.4.MD.B.4+2
Standard Description: Solve problems involving addition and subtraction of fractions by using information presented in line plots.

Key Concepts:
*None specified*

Learning Objectives:
* Answer a real-world prompt (e.g., “If 2 ½ in is the maximum allowed, which items exceed the limit?”) by comparing each datum to the given threshold.
* Use a line plot to find the total length of multiple objects; record the mixed-number sum.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions exclusively with denominators of 2, 4, or 8, and any equivalent fractions as presented on the line plot.
- Only data presented in a single line plot per question.
- Only addition and subtraction of fractions derived from the line plot data.
- Only positive fractions (no negative fractions); zero as a result is allowed if it occurs naturally in the data.
- Sums or differences must be representable as proper fractions (including mixed numbers) within denominators 2, 4, or 8.
- Only real-world contexts: finding total length, weight, or similar, and comparing each datum to a given real-world threshold.
- No decimals, percentages, or operations involving other number types.
- All questions must reference the line plot directly; no independent fraction calculations unrelated to the plotted data.
- All arithmetic and comparisons must use only the data as presented on the line plot; do not introduce extraneous data.
- Only one line plot per question
- No conversion of units allowed
- Directions should always include instructions to provide answer in lowest terms.
- Must ONLY involve operations with like denominators.
- Units Allowed:
Distances (km, m, cm; in, ft, yd)
Intervals of time (hr, min, sec)
Liquid volumes (L, mL)
Masses of objects (kg, g; lb, oz)

Common Misconceptions:
* Students add the numerators and denominators separately instead of adding only the numerators when fractions have the same denominator
* Students attempt to add or subtract fractions with different denominators without first converting them to equivalent fractions with like denominators
* Students forget to reduce their final answer to lowest terms even when the problem specifically requests it
* Students misread the line plot by counting the number of X's above each fraction rather than recognizing that each X represents one data point with that fractional value

Difficulty Definitions:
* Easy:
  - Includes 3-4 data points total
  - One step problem
  - No regrouping
* Medium:
  - Includes 5-6 data points total
  - One step problem
  - Regrouping
* Hard:
  - Includes 6-8 data points 
  - Two step problems

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.MD.B
Cluster Name: Represent and interpret data.
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: CCSS.MATH.CONTENT.4.MD.B.4+3
Standard Description: Solve problems involving the subtraction of fractions by using information presented in line plots.

Key Concepts:
*None specified*

Learning Objectives:
* Create a line plot with a set of data involving fractional measurements and identify fractions that need to be subtracted.
* Draw conclusions about the differences in measurements from line plot data, utilizing subtraction of fractions.
* Subtract fractions using line plot data, ensuring fractions have the same denominator.

Assessment Boundaries:
* Assessment is limited to solving problems that involve the subtraction of fractions with denominators 2, 4, and 8 using data from line plots. Addition of fractions is beyond the scope.

Common Misconceptions:
* Some students may fail to recognize the fraction's position on the line plot affects the outcome of subtraction, thinking of them as isolated numbers rather than parts of a data set.
* Students may think that solving subtraction problems with fractions on a line plot is the same as with whole numbers and may not be aware of the need to find a common denominator.
* Students might overlook the importance of the line plot context and try to subtract the fractions without considering their representation on the plot.
* When dealing with line plots, students might incorrectly assume that fractions positioned closely in the plot are numerically close, leading to errors in subtraction calculations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Equivalent Fractions
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+1
Standard Description: Create equivalent fractions by multiplying the numerator and denominator by the same number.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which fraction (s) is equivalent to a given fraction.
* Using equivalent fractions, find the missing numerator or denominator.

Assessment Boundaries:
* Assessment is restricted to:
- Denominators of 2, 3, 4, 5, 6, 8, 10, and 12
- No use of decimals or other number types besides fractions.
- No additional operations beyond multiplying numerators and denominators by the same factor. Solving the problem must not involve dividing the numerator and denominator.
- No use of graphs or other non-geometric models.
- No scenarios involving real-world objects unless they are represented through geometric models.
- Only single-digit factors are used

Common Misconceptions:
* Students assume they must use the same visual model (same total number of parts) to compare fractions, rather than understanding that equivalent fractions can be represented with different numbers of equal-sized parts
* Students believe that fractions with different numerators and denominators cannot be equivalent, focusing on the appearance of the numbers rather than their proportional relationship
* Students multiply only the numerator or only the denominator by a factor, rather than multiplying both by the same number
* Students think that when the number of parts increases in a visual model, the fraction becomes larger, not recognizing that smaller individual parts can maintain the same total value

Difficulty Definitions:
* Easy:
  - Using equivalent fractions, find the missing numerator or denominator.
* Medium:
  - Identify which fraction (s) is equivalent to a given fraction.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Equivalent Fractions: Find the Missing Value
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+2
Standard Description: Equivalent Fractions: Find the Missing Value

Key Concepts:
*None specified*

Learning Objectives:
* Find the missing denominator to make two fractions equivalent by using a whole-number scale factor.
* Find the missing numerator to make two fractions equivalent by using a whole-number scale factor.

Assessment Boundaries:
* Assessment is restricted to:
- Proper fractions with positive integer numerators and denominators.
- Exactly one missing value (either the numerator or the denominator) in a two-fraction equation of the form a/b = c/d.
- Maximum value of 12 for either the numerator or the denominator.
- Whole-number scale factors only; solutions found by multiplying or dividing both numerator and denominator by the same whole number.
- No mixed numbers, improper fractions required, decimals, percent conversions, negative numbers, or variables.
- No requirement to justify with visual fraction models or to compare/order unrelated fractions; items focus on generating an equivalent fraction to match a given one.


QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this sentence pattern:
  "Type the missing number that makes these fractions equal:"
- The question must present a two-fraction equation of the form a/b = c/d where exactly one value (numerator or denominator) is missing.
- The missing value must be represented by a blank input field in the equation.

Common Misconceptions:
* Copies a visible number into the blank without finding the scale factor.
* Reverses direction of scaling from known to unknown, yielding an incorrect missing value.
* Scales only one part; changes numerator or denominator but not both.
* Uses addition to scale: adds same number to numerator and denominator.

Difficulty Definitions:
* Easy:
  Missing value found by a single scale factor of 2, 3, 4, or 5.
Both given numbers small (typically ≤ 12) and the direction of scaling is obvious (e.g., 2/3 ↔ ?/12).
Only one side requires scaling (straight multiply up or divide down), no switching between multiply/divide within the same item.
* Medium:
  Missing value requires scaling by a factor up to about 6–10 or scaling down first (e.g., 10/? = 5/6).
One number may be larger but still solvable with a single whole-number factor.
Students must decide whether to multiply or divide to match the known part before applying the same factor to find the missing part.
* Hard:
  N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Finding Equivalent Fractions Using Multiplication
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+3
Standard Description: Find the missing number that makes two fractions equal using multiplication

Key Concepts:
*None specified*

Learning Objectives:
* Complete an equivalent fraction when the given fraction is a non‑unit proper fraction by applying a whole-number scale factor.
* Complete an equivalent fraction when the given fraction is a unit fraction (numerator = 1) by applying a whole-number scale factor.
* Find a missing denominator when the numerators are related by a whole-number factor (determine the factor from the numerators and apply it to the given denominator).
* Find a missing numerator when the denominators are related by a whole-number factor (determine the factor from the denominators and apply it to the given numerator).

Assessment Boundaries:
* Assessment is restricted to:

-Proper, positive fractions only; one value (numerator or denominator) is missing in a two‑fraction equivalence statement.
- Equivalence obtained by multiplying numerator and denominator by the same whole number greater than 1 (scale factors observed are small integers; no division/simplification prompts).
- The blank may appear in the numerator or denominator and on either side of the equality.
- No mixed numbers, improper fraction results, negatives, word problems, or visual/area models required in items.
- Students are not asked to explain reasoning, reduce fractions, or compare unlike fractions—only to compute the missing value that preserves equivalence.
- Question stem should always be "Type the missing number to complete the equivalent fraction :"
-  Use only '?' to represent the missing values
- Use latex to represent fractions

Common Misconceptions:
* Adds the same number to numerator and denominator instead of multiplying.
* Applies the scale factor to only one part, breaking numerator–denominator balance.
* Matches a numerator to the opposite fraction’s denominator when identifying the scale factor.
* Sets the missing value to a product of two known numbers.

Difficulty Definitions:
* Easy:
  - Given fraction is a unit fraction (numerator = 1). AND Scale factor is a small whole number (typically 2–4) AND Missing value is numerator
* Medium:
  - Given fraction may be unit or non‑unit proper fraction. AND missing values is denominator
* Hard:
  - Given fraction is a non‑unit proper fraction. AND The non‑blank part does not immediately reveal the factor (students must infer it from either numerators or denominators, then apply it correctly)

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Finding Equivalent Fractions Using Area Models
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+4
Standard Description: Find equivalent fractions using area models.

Key Concepts:
*None specified*

Learning Objectives:
* Determine both missing numerators in an equivalent fraction equation by interpreting a single area model, requiring the student to derive the equivalent fraction without a second visual reference.
* Determine both missing values (two blanks) in an equivalent fraction equation by interpreting two area models, requiring the student to analyze both models to find both numerators or both denominators.
* Identify and determine a single missing numerator or denominator in an equivalent fraction equation by interpreting two area models that represent the same portion of a whole.

Assessment Boundaries:
* Assessment is restricted to:
- Proper fractions only (numerator less than denominator).
- Numerators and denominators limited to whole numbers from 1 to 12.
- No mixed numbers, improper fractions, or decimal representations.
- No simplification or lowest terms requirements; focus is on visual interpretation.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)
- Two Area Models: "Use the models to complete the equivalent fraction sentence. The colored pieces in each model show parts of the whole.<br>"
- Single Area Model: "Use the model to complete the equivalent fraction sentence. The colored pieces show parts of the whole.<br>"

Common Misconceptions:
* Changes denominator to target multiple but keeps numerator unchanged.
* Chooses fraction with smallest denominator as simplest, regardless of shaded area.
* Confuses same number shaded with equivalence; ignores total equal parts.
* Uses different scale factors for numerator and denominator to force equivalence.

Difficulty Definitions:
* Easy:
  Two area models (circles only).
Only ONE blank in the equation.
Numerators and denominators are whole numbers from 1 to 8.
* Medium:
  Two area models of the same type (both circles OR both rectangles).
TWO blanks in the equation (both numerators OR both denominators).
Numerators and denominators are whole numbers from 1 to 12.
* Hard:
  ONE area model only (circle or rectangle).
TWO blanks in the equation (both numerators).
Numerators and denominators are whole numbers from 1 to 12.
Student reads the fraction from the single model and determines the equivalent fraction without a second visual.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Identify Equivalent Fractions
Lesson Order: 52.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.1+5
Standard Description: Determine which fractions are equivalent to a given fraction

Key Concepts:
*None specified*

Learning Objectives:
* Identify an equivalent fraction when the target fraction has a denominator ≤ 8 (e.g., 6/8 ↔ 3/4, 2/3 ↔ 4/6, 1/2 ↔ 2/4).
* Identify an equivalent fraction when the target fraction has a denominator ≥ 9 (e.g., 8/12 ↔ 4/6, 5/10 ↔ 1/2, 6/9 ↔ 2/3).

Assessment Boundaries:
* Assessment is restricted to:
- Proper fractions only (numerator < denominator).
- Denominators ≤ 12.
- Students identify one equivalent fraction for a given fraction.
- All numerators and denominators are whole numbers, positive, and small enough for mental reasoning.

Excluded from this grade's boundary:
- Improper fractions, mixed numbers, or decimals.
- Word problems or contextual comparison tasks.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this sentence pattern:
  "Which fraction is equivalent to [target fraction]?"
- The [target fraction] must be a proper fraction (a/b where a < b).

Common Misconceptions:
* A smaller group of students mistakenly swap numerator and denominator, thinking the reciprocal is equivalent. Example: claiming 2/3 is equivalent to 3/2
* Students add or subtract the same number to the numerator and denominator instead of multiplying or dividing by the same number. Example error: thinking 2/3 is equivalent to 3/4 because "I added 1 to both numbers.
* Students double either the numerator or the denominator, not both, leading to a fraction that changes in value. Example error: believing 1/2 = 1/4 (doubled the denominator only) or 1/2 = 2/2 (doubled numerator only)
* Students think that a fraction with a larger denominator represents a larger quantity, so they choose options like 2/5 → 2/10 or 3/4 → 3/8. Example reasoning: "10 is more than 5, so 2/10 must be larger than 2/5

Difficulty Definitions:
* Easy:
  RULE: Target fraction (in question stem) has denominator ≤ 8.

  - Target fraction denominators: 2, 3, 4, 5, 6, 7, or 8 only.
  - Answer choices may involve any equivalent fraction (scaling up or simplifying down).
  - Multiplication/division factor: typically 2, but may include 3 or 4.
  - Examples from question stem:
  • "Which fraction is equivalent to 6/8?" (denominator 8) ✓
  • "Which fraction is equivalent to 2/3?" (denominator 3) ✓
  - Cognitive demand: Work with familiar, common fraction denominators.
* Medium:
  RULE: Target fraction (in question stem) has denominator ≥ 9.

  - Target fraction denominators: 9, 10, 11, or 12 only.
  - Answer choices may involve any equivalent fraction (scaling up or simplifying down).
  - Multiplication/division factor: any (2, 3, 4, 5, or 6).
  - Examples from question stem:
  • "Which fraction is equivalent to 8/12?" (denominator 12) ✓
  • "Which fraction is equivalent to 5/10?" (denominator 10) ✓
  - Cognitive demand: Work with less familiar, larger denominators requiring more reasoning.
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Fraction Comparison
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.2+1
Standard Description: Determine >, <, or = for the two fractions provided using equivalent fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two proper fractions with unrelated denominators (2–12) and select the correct symbol (>, <, or =)

Assessment Boundaries:
* Assessment is restricted to:
- Two positive proper fractions only (no mixed numbers, no improper fractions, no negative values).
- Denominators limited to 2–12; numerators are whole numbers less than their denominators.
- Unrelated denominators (denominators are different and not multiples of each other).
- Response format limited to selecting one of three symbols: >, <, or =

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this sentence pattern:
  "Which sign makes the statement true?"
  [fraction 1] ___ [fraction 2]

Common Misconceptions:
* Assumes the fraction with the larger denominator is greater, regardless of numerators.
* Compares fractions by numerators only, ignoring the effect of different denominators.
* Misapplies cross-multiplication, flipping the comparison to match the larger denominator.
* Treats fractions as unequal unless numerators and denominators are identical; misses equivalence.

Difficulty Definitions:
* Easy:
  - Compare two proper fractions with unrelated denominators (2–12) AND 3 ANSWER OPTIONS ONLY (>, <, or =)
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Compare Mixed Numbers and Improper Fractions
Lesson Order: 57.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.2+2
Standard Description: Compare mixed numbers and improper fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two numbers (mixed vs mixed, mixed vs improper, or improper vs improper) and choose the correct relation symbol (> , < , =).
* Select all numbers that are greater than or less than a given mixed number or improper fraction.
* Select all numbers that are strictly between two given numbers expressed as mixed and/or improper fractions.

Assessment Boundaries:
* Assessment is restricted to:

-Positive values only; no negatives, decimals, percents, or number lines.
- Forms limited to mixed numbers and improper fractions; conversion between the two may be required; simplification may appear but is not required to answer.
- Whole-number parts from 0 to 10; denominators from 2 to 12; 
- Comparisons use relational symbols (> , < , =) .
- No operations with fractions (add/subtract/multiply/divide); focus is on comparison reasoning: compare whole-number parts first, then fractional parts; or convert to like forms/common denominators/benchmarks as needed.
- Items may include equivalent but unsimplified fractional parts among options

Common Misconceptions:
* Assumes larger denominator means a larger fractional part when wholes match.
* Compares numerator of improper fraction to the mixed number’s whole, ignoring denominators.
* Ignores whole-number parts; compares only fractional parts to determine which is larger.
* Misconverts mixed to improper by adding whole and numerator instead of multiplying.

Difficulty Definitions:
* Easy:
  - Compare two numbers (mixed vs mixed, mixed vs improper, or improper vs improper), whole number should be different and choose the correct relation symbol (> , < , =), ONLY THREE ANSWER OPTIONS
* Medium:
  - Select the single number that is greater than or less than a given mixed number or improper fraction.
* Hard:
  - Select all numbers that are greater than or less than a given mixed number or improper fraction. OR
  - Select all numbers that are strictly between two given numbers expressed as mixed and/or improper fractions.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: Fraction Comparison with Benchmarks
Lesson Order: 54.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.2+3
Standard Description: Compare proper and imporper fractions using benchmarks.

Key Concepts:
*None specified*

Learning Objectives:
* Compare a single fraction to a stated benchmark (1/2 or 1) and decide <, =, or >.
* Compare two fractions by reasoning about their relationship to benchmarks, even when the benchmark is not stated explicitly.
* Identify which benchmark (½ or 1) lies between two given fractions or determine if a single fraction is less than, equal to, or greater than a benchmark.
* Use known benchmark relationships (½ or 1) to compare two fractions that lie on opposite sides of that benchmark

Assessment Boundaries:
* Assessment is restricted to:

- Positive fractions only; representations are numeric fractions (no visuals/number lines).
- Proper and improper fractions included; denominators ≤ 12.
- No cross-multiplication or converting to decimals required.
- Two-fraction items only.
- use displaystyle for fractions

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this two-part structure:
  1. Question stem statement (exactly): "Use > or < to compare the fractions:<br>"
  2. Comparison expression (on a new line): "[fraction 1] ___ [fraction 2]"
- The blank (___) represents where the student enters the comparison symbol (> or <).
- The comparison must be such that one fraction is less than a benchmark (1/2 or 1) and the other fraction is greater than that same benchmark.

Common Misconceptions:
* Assumes all fractions are less than 1; marks improper fractions as < 1.
* Misapplies 1/2 test: compares numerator to denominator, not half the denominator.
* Rounds half of odd denominators down, causing wrong side of 1/2.
* Treats "between" as "closest to one fraction," not strictly between both.

Difficulty Definitions:
* Easy:
  -N/A
* Medium:
  -N/A
* Hard:
  -Comparsion between two proper fractions when both fractions are clearly positioned on opposite sides of the benchmark. OR
  -Comparsion between two fractions when one fraction is proper and the other is improper, requiring comparison to both benchmarks. OR
  -Comparsion between two fractions when fractions are close in value or positioned near benchmark values, requiring careful reasoning and precise comparison to benchmarks.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.2+4
Standard Description: Recognize that comparisons of two fractions with different numerators and different denominators are valid only when the two fractions refer to the same whole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.2+5
Standard Description: Record the results of comparisons of two fractions with different numerators and different denominators with symbols \(>, =\), or \(<\).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.A
Cluster Name: Extend understanding of fraction equivalence and ordering.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: CCSS.MATH.CONTENT.4.NF.A.2+6
Standard Description: Justify the conclusions of comparisons of two fractions with different numerators and different denominators by using a visual fraction model.

Key Concepts:
*None specified*

Learning Objectives:
* Create a visual fraction model, such as a number line, to illustrate and compare fractions with different denominators and justify the comparison outcome.
* Describe and justify the comparison of two fractions using symbols (>, =, <) based on the interpretation of their corresponding visual models. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to comparing fractions with different numerators and denominators using visual models, ensuring fractions refer to the same whole, and not requiring comparison with symbols or calculations beyond the visual model.

Common Misconceptions:
* Some students may believe that fractions close to each other visually are equivalent, without recognizing the importance of proportional representation in the visual model.
* Students may think that the size of a fraction is determined by the numeric values of the numerator and denominator separately, rather than understanding the fraction as a single quantity, leading to incorrect comparisons when justifying conclusions with visual models.
* Students often forget that visual fraction models must represent fractions of the same whole for comparisons to be valid, leading to misunderstandings when the wholes differ.
* There might be a misconception that fractions with larger denominators are always smaller, which can cause errors when these fractions are compared using visual models.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+2
Cluster Name: Build fractions from unit fractions.
Lesson Name: Decomposing Fractions into Unit Fractions
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3+1
Standard Description: Decompose fractions into unit fractions using models.

Key Concepts:
*None specified*

Learning Objectives:
* Decompose a proper fraction (denominator ≤ 12) into unit fractions using a visual model (e.g., 3/4 = 1/4 + 1/4 + 1/4, 5/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6).

Assessment Boundaries:
* Assessment is restricted to:
- Proper fractions only (numerator < denominator); denominator ≤ 12.
- Fractions represent parts of one and the same whole.
- All fractions must have like denominators within one problem.
- All fractions must be positive; do not simplify.
- Decomposition into unit fractions only (fractions with numerator = 1).

Excluded from this grade's boundary:
- Mixed numbers, improper fractions, or decimals.
- Fractions greater than one.
- Negative fractions or zero.
- Non-unit fraction decompositions
- Word problems or contextual tasks.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this sentence pattern:
  "How do you write [target fraction] as a sum of unit fractions? Use the fraction strips to help."

Common Misconceptions:
* Students count the total number of parts in the model rather than only the shaded parts when writing the decomposition
* Students count the total number of parts in the model rather than only the shaded parts when writing the decomposition (e.g., writing 4/6 as 1/6 + 1/6 + 1/6 + 1/6 + 1/6 + 1/6 instead of four copies of 1/6).
* Students simplify before decomposing and then use the simplified denominator
* Students use the denominator to decide the number of addends (e.g., writing 5/6 as six copies of 1/5  instead of five copies of 1/6 ).
* Students write the original fraction multiple times instead of unit fractions (e.g., writing 3/4 = 3/4 + 3/4 + 3/4 instead of 3/4 = 1/4 + 1/4 + 1/4)

Difficulty Definitions:
* Easy:
  RULE: Decompose a proper fraction (denominator ≤ 12) into unit fractions using a visual model.

  - Target fraction: Proper fraction with denominator ≤ 12 (e.g., 3/4, 5/6, 4/8).
  - Decomposition: Must be expressed as a sum of unit fractions (numerator = 1) with the same denominator.
  - Visual model: Provided to support decomposition.
  - Answer format: Sum of unit fractions (e.g., 3/4 = 1/4 + 1/4 + 1/4).
  - Examples:
  • Decompose 3/4 into unit fractions → 1/4 + 1/4 + 1/4 ✓
  • Decompose 5/6 into unit fractions → 1/6 + 1/6 + 1/6 + 1/6 + 1/6 ✓
  • Decompose 2/5 into unit fractions → 1/5 + 1/5 ✓
  - Cognitive demand: Use visual models to identify and write unit fraction addends.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+2
Cluster Name: Build fractions from unit fractions.
Lesson Name: Representing Fractions as Sums of Fractions
Lesson Order: 47.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3+2
Standard Description: Write a fraction as a sum of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Decompose a near-whole proper fraction (e.g., (b−1)/b) into exactly two non-unit addends with denominator b.
* Decompose a proper fraction a/b into a sum of exactly four fractions with denominator b.
* Decompose a proper fraction a/b into a sum of exactly three fractions with denominator b.
* Decompose a proper fraction a/b into a sum of exactly two fractions with denominator b.

Assessment Boundaries:
* Assessment is restricted to:
- Fractions must have denominators that are whole numbers from 2 to 12 inclusive.
- Numerators must be whole numbers less than the denominator (proper fractions only).
- All fractions in the decomposition must share the same denominator as the given fraction.
- No mixed numbers or improper fractions are allowed.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)
- Every question must strictly follow this sentence pattern:
  "Write [fraction] as a sum of [number] fractions."
  "Select [number] correct answers."
- The [fraction] placeholder represents a proper fraction with numerator and denominator displayed in standard fraction notation (a/b format).
- The first [number] placeholder specifies the exact count of fractions required in the decomposition (two, three, or four).
- The second [number] placeholder in "Select [number] correct answers" specifies how many correct answer options the student must select (determined by the LLM based on the question and available correct decompositions).
- The question stem must state the exact number of fractions required in the decomposition.
- The question stem must present the given fraction in standard fraction notation format.

Common Misconceptions:
* Assumes only unit fractions (1/b) are allowed; avoids non-unit addends that fit.
* Forces equal addends; refuses decompositions with unequal numerators that still sum correctly.
* Ignores the given count; composes the target with fewer or more addends.
* Uses unit fractions (1/b) despite the requirement for non-unit addends only.

Difficulty Definitions:
* Easy:
  - Decompose a fraction into a sum of exactly two fractions.
  - Given fraction has a denominator between 2 and 6 inclusive.
  - Both fractions in the decomposition are unit fractions (numerator 1).
  - The decomposition requires minimal reasoning and direct identification of unit fraction pairs.
  - Example: 2/4 = 1/4 + 1/4, 3/6 = 1/6 + 2/6
* Medium:
  - Decompose a fraction into a sum of exactly three fractions.
  - Given fraction has a denominator between 7 and 9 inclusive.
  - At least one fraction in the decomposition may have a numerator greater than 1, but all fractions share the same denominator.
  - The decomposition requires identifying multiple unit fractions or combinations that sum to the given numerator.
  - Example: 5/9 = 1/9 + 2/9 + 2/9, 5/8 = 1/8 + 2/8 + 2/8
* Hard:
  - Decompose a fraction into a sum of exactly four fractions.
  - Given fraction has a denominator between 10 and 12 inclusive.
  - The decomposition involves multiple unit fractions and may require strategic grouping or systematic approaches.
  - The decomposition requires careful consideration of all possible combinations to ensure exactly four addends.
  - Example: 9/10 = 1/10 + 2/10 + 3/10 + 3/10, 6/12 = 1/12 + 1/12 + 2/12 + 2/12

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+2
Cluster Name: Build fractions from unit fractions.
Lesson Name: Representing Improper Fractions as a Sum of Fractions
Lesson Order: 48.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3+3
Standard Description: Write an improper fraction as a sum of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Compose an improper fraction (denominator 10–12) as a sum of 5–7 proper fractions with the same denominator, including b/b when needed (e.g., 15/10 = 1/10 + 2/10 + 2/10 + 3/10 + 3/10 + 4/10).

Assessment Boundaries:
* Assessment is restricted to:
- Improper fractions only (numerator > denominator); denominators ≤ 12.
- Like denominators only in both target and addends; no unlike-denominator work or simplification required.
- Addends must be proper fractions (a/b where a < b) with the same denominator as the target.
- Inclusion of b/b (which equals 1) is optional but may appear in some correct answers.
- All answer options must have the same number of addends as specified in the question stem.
- Tasks are purely symbolic compositions; no visual models or regrouping.

Excluded from this grade's boundary:
- Proper fractions or mixed numbers as targets.
- Unlike denominators or simplification.
- Visual models, area diagrams, or contextual word problems.
- Subtraction or comparison of fractions.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this sentence pattern:
  "Write [target improper fraction] as a sum of [count word] fractions."

Common Misconceptions:
* Adds denominators for like fractions; incorrectly rejects sums like 3/b + 5/b.
* Assumes only unit fractions (1/b) are allowed; avoids non-unit addends that fit.
* Ignores the fixed addend count; uses too few or too many fractions.
* Misinterprets b/b as not 1; refuses using it to compose wholes.

Difficulty Definitions:
* Easy:
  RULE: Target improper fraction has denominator 2–5 AND uses 2–3 addends.

  - Target fraction: Improper fraction with denominator between 2 and 5 (e.g., 7/4, 5/3, 9/5).
  - Number of addends: 2 or 3 addends only.
  - Addend types: Primarily unit fractions (1/b) or at most one non-unit addend.
  - Examples:
  • Which sums equal 7/4 using 3 addends? → 1/4 + 1/4 + 5/4 or 2/4 + 2/4 + 3/4 ✓
  • Which sums equal 5/3 using 2 addends? → 2/3 + 3/3 or 1/3 + 4/3 ✓
  - Cognitive demand: Compose simple improper fractions with few addends.
* Medium:
  RULE: Target improper fraction has denominator 6–9 AND uses 4–5 addends.

  - Target fraction: Improper fraction with denominator between 6 and 9 (e.g., 11/8, 13/7, 10/6).
  - Number of addends: 4 or 5 addends only.
  - Addend types: Mix of unit and non-unit fractions (e.g., 1/b, 2/b, 3/b).
  - Examples:
  • Which sums equal 11/8 using 4 addends? → 2/8 + 3/8 + 3/8 + 3/8 ✓
  • Which sums equal 13/7 using 5 addends? → 1/7 + 2/7 + 3/7 + 3/7 + 4/7 ✓
  - Cognitive demand: Compose larger improper fractions with more addends and varied fractions.
* Hard:
  RULE: Target improper fraction has denominator 10–12 AND uses 5–7 addends.

  - Target fraction: Improper fraction with denominator between 10 and 12 (e.g., 15/10, 17/12, 14/11).
  - Number of addends: 5, 6, or 7 addends.
  - Addend types: Mix of unit, non-unit, and may include b/b (whole number 1).
  - Examples:
  • Which sums equal 15/10 using 6 addends? → 1/10 + 2/10 + 2/10 + 3/10 + 3/10 + 4/10 ✓
  • Which sums equal 17/12 using 5 addends? → 5/12 + 5/12 + 5/12 + 1/12 + 1/12 ✓
  - Cognitive demand: Compose complex improper fractions with many addends, strategic grouping.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+2
Cluster Name: Build fractions from unit fractions.
Lesson Name: Decomposing Fractions Multiple Ways
Lesson Order: 49.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3+4
Standard Description: Decompose fractions multiple ways.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 8
Unit Name: Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+2
Cluster Name: Build fractions from unit fractions.
Lesson Name: Mixed Numbers & Improper Fractions
Lesson Order: 56.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+3
Standard Description: Convert between mixed numbers and improper fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a mixed number to an improper fraction by multiplying the whole number by the denominator and adding the numerator.
* Convert an improper fraction to a mixed number by dividing the numerator by the denominator and expressing the remainder as a proper fraction.

Assessment Boundaries:
* Assessment is restricted to:

- Positive fractions only
- Conversions strictly between a single improper fraction and a single mixed number; no operations (add/subtract/multiply/divide) and no comparisons.
- Mixed-number answers must be written as whole number plus proper fraction with the same denominator as given; improper-fraction answers keep the original denominator.
- Simplifying fractions is not required unless explicitly stated; answers equivalent by simplification are acceptable but not expected.
- Numbers are limited to manageable Grade 4 sizes, denominators ≤ 15
- No decimals, percentages, negative numbers, variables, or word problems; no visual fraction models required.

Common Misconceptions:
* Adds whole number and numerator instead of whole times denominator plus numerator: Students may incorrectly add the whole number directly to the fractional numerator (e.g., for 2 1/3, calculating 2 + 1 = 3/3) instead of multiplying the whole number by the denominator first, then adding the numerator (e.g., (2 × 3) + 1 = 7/3).
* Changes the denominator during conversion; does not keep the original denominator: Students may incorrectly change the denominator when converting between mixed numbers and improper fractions (e.g., for 2 1/3, writing 7/2 instead of 7/3) instead of keeping the original denominator throughout the conversion.
* Keeps original numerator as the fractional part when making a mixed number: When converting improper fractions to mixed numbers, students may incorrectly keep the original numerator as the fractional part (e.g., for 35/6, writing 5 35/6 instead of 5 5/6) instead of using the remainder as the fractional numerator.
* Uses quotient as the fractional numerator instead of the remainder: When converting improper fractions to mixed numbers, students may use the quotient (whole number part) as the numerator of the fractional part (e.g., for 35/6, writing 5 6/6 instead of 5 5/6) instead of using the remainder as the fractional numerator.

Difficulty Definitions:
* Easy:
  - Convert Improper Fraction to Mixed Number
  - Denominator must be < 6 (i.e., denominators: 2, 3, 4, 5 only)
  - Numerator can be any value that creates an improper fraction (numerator ≥ denominator)
  - CRITICAL: This difficulty is EXCLUSIVELY for improper-to-mixed conversions with small denominators (2-5)
  - CRITICAL:
* Medium:
  - Convert Mixed Number to Improper Fraction
  - Denominator must be < 6 (i.e., denominators: 2, 3, 4, 5 only)
  - CRITICAL: The fractional part of the mixed number MUST be a unit fraction (numerator = 1)
  - Whole number can be any positive integer (typically 1-15 for Grade 4)
  - CRITICAL:
* Hard:
  - Convert between Improper Fraction and Mixed Number (either direction)
  - CRITICAL: Hard difficulty includes THREE distinct cases (mutually exclusive from Easy and Medium):
  * Case 1: Convert Improper Fraction to Mixed Number with denominator 6-15 (inclusive)
  * Case 2: Convert Mixed Number to Improper Fraction with denominator 6-15 (inclusive), fractional numerator can be any value (1 to denominator-1)
  * Case 3: Convert Mixed Number to Improper Fraction with denominator 2-5 BUT fractional numerator ≠ 1 (non-unit fractions only)
  - CRITICAL: Hard questions can be EITHER improper-to-mixed OR mixed-to-improper, but MUST meet one of the three cases above

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Adding Fractions Within One
Lesson Order: 68.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+4
Standard Description: Add fractions within one with the same denominator.

Key Concepts:
*None specified*

Learning Objectives:
* Add fractions less than one together.

Assessment Boundaries:
* Assessment is restricted to:
- Denominators limited to common fourth-grade denominators: 2, 3, 4, 6, 8, 10 or 12.  
- Fractions being added are less than one.
- Fractions being added have same denominator.
- Sum must be less than 1.
- Sum must be correctly simplified.

Common Misconceptions:
* Forgetting to simplify the final answer when possible (e.g., leaving $\frac{4}{8}$ instead of simplifying to $\frac{1}{2}$)
* Misunderstanding that fractions represent parts of the same whole, leading to incorrect interpretations in word problems
* Students add both numerators and denominators instead of only adding numerators while keeping the denominator the same
* Students fail to simplify the final answer to lowest terms when the numerator and denominator share common factors
* Students forget to convert improper fractions to mixed numbers when the sum exceeds one whole
* Students incorrectly convert to mixed numbers by using the numerator as the whole number part instead of dividing the numerator by the denominator

Difficulty Definitions:
* Easy:
  - No real-world context
  - Question does not require the simplification of fractions
* Medium:
  - No real-world context
  - Question requires the simplification of fractions
* Hard:
  - Real-world context

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Add Fractions with Like Denominators
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+5
Standard Description: Add mixed numbers with a common denominator by combining their whole-number parts and fractional parts, without regrouping.

Key Concepts:
*None specified*

Learning Objectives:
* Add two proper fractions with like denominators where the sum always results in an improper fraction that must be converted to a mixed number, and the individual addends are proper fractions with numerators close to the denominator.
* Add two proper fractions with like denominators where the sum may result in a proper fraction or an improper fraction that must be converted to a mixed number.
* Add two proper fractions with like denominators where the sum results in a proper fraction.

Assessment Boundaries:
* Assessment is restricted to:
- Two addends only, both proper fractions (numerator less than denominator).
- Both addends must have the same denominator.
- Denominators must be whole numbers between 2 and 12 inclusive.
- No negative numbers, No decimals or mixed numbers as addends.
- **Do not prompt to simplify.** If the result is reducible, the item text/stem must not mention simplification.

**Instructions Field:**
- Student-facing instruction text must be exactly: "Use / to write Fractions or Mixed Numbers"

Common Misconceptions:
* Adding the numerators and denominators separately (e.g., adding 2/5 + 3/5 as 5/10 instead of 5/5).
* Forgetting to add the numerators when denominators are the same (e.g., adding 1/4 + 2/4 as 3/4 but writing 1/4 or 2/4 as the answer).
* Incorrectly converting an improper fraction to a mixed number by dividing incorrectly or misplacing the whole number and fractional parts (e.g., converting 13/12 to 12 1/12 instead of 1 1/12).
* When the sum is an improper fraction, forgetting to convert it to a mixed number (e.g., leaving 8/5 instead of converting to 1 3/5).

Difficulty Definitions:
* Easy:
  Both addends are proper fractions with like denominators.
The sum of the numerators is strictly less than the denominator, resulting exclusively in a proper fraction sum.
The sum remains in proper fraction form and is never converted to a mixed number.
Denominators range from 3 to 10 inclusive.
Numerators for each addend are typically small relative to the denominator, ensuring the sum of numerators is always less than the denominator.
* Medium:
  Both addends are proper fractions with like denominators.
The sum of the numerators is always greater than or equal to the denominator, resulting exclusively in an improper fraction that must be converted to a mixed number.
Denominators range from 5 to 12 inclusive.
* Hard:
  Both addends are proper fractions with like denominators.
The sum of the numerators is always greater than or equal to the denominator, resulting exclusively in an improper fraction that must be converted to a mixed number.
Each individual addend is a proper fraction with a numerator close to the denominator
Denominators range from 5 to 12 inclusive.
The sum always requires conversion to mixed number format.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Estimating Sums and Differences of Fractions Using Benchmarks
Lesson Order: 59.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+6
Standard Description: Estimate sums and differences of fractions using benchmarks.

Key Concepts:
*None specified*

Learning Objectives:
* Estimate the difference of two proper fractions by comparing each fraction to a benchmark (0, 1/2, or 1) and subtracting the benchmarks to choose the best estimate
* Estimate the sum of two proper fractions by comparing each addend to a benchmark (0, 1/2, or 1) and adding the benchmarks to choose the best estimate.

Assessment Boundaries:
* Assessment is restricted to:
- Proper fractions only (numerator less than denominator) with denominators from 2 through 12.
- Only three benchmarks allowed: 0, 1/2, and 1.
- Only addition and subtraction operations.
- No mixed numbers in the problem fractions (only in answer choices when sum exceeds 1).
- No improper fractions in problem fractions.
- No fractions with denominators greater than 12.
- No decimals or percentages.
- Estimation only - no exact calculation required.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)
- Every question must strictly follow this two-part structure:
  1. Instruction sentence: "Estimate the [sum/difference] using benchmarks."
  2. Mathematical expression: The fraction expression ([fraction 1] + [fraction 2] or [fraction 1] - [fraction 2]) displayed on a new line below the instruction.
- The instruction must specify whether to estimate a sum or a difference.
- The mathematical expression must be presented as two fractions with the operation symbol (+ or -) between them.
- Question type is single (one question per item).

Common Misconceptions:
* Adds benchmarked values when the prompt asks for a difference.
* Always rounds each fraction up to the next benchmark, not to the nearest.
* Assumes any sum of proper fractions must be less than 1.
* Compares to 1/2 using a “5 as half” rule for all denominators.

Difficulty Definitions:
* Easy:
  - Each fraction has a clear, unambiguous benchmark assignment where the distance from the nearest benchmark is substantial enough that there is no ambiguity.
  - Fractions must NOT include any of the following: 8/9, 10/11, 11/12 (these are too close to 1 and belong in
* Medium:
  ).
  - When subtracting, the two fractions must round to different benchmarks (never both rounding to 1, never both rounding to 1/2, never both rounding to 0).
  - Each fraction independently has one clearly correct benchmark choice with no need for careful judgment.
  - Task: Identify the nearest benchmark for each fraction independently and perform simple benchmark arithmetic without ambiguity.
  - Examples: 3/5 - 1/10 (3/5 clearly rounds to 1/2, 1/10 clearly rounds to 0), 4/7 + 9/10 (4/7 clearly rounds to 1/2, 9/10 clearly rounds to 1), 5/8 - 1/6 (5/8 clearly rounds to 1/2, 1/6 clearly rounds to 0).
* Hard:
  -N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Adding Mixed Numbers with Regrouping
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+7
Standard Description: Add mixed numbers with like denominators by combining their whole-number parts and fractional parts, with regrouping.

Key Concepts:
*None specified*

Learning Objectives:
* Add two mixed numbers with like denominators that require regrouping.

Assessment Boundaries:
* - Single-step addition of two mixed numbers with like denominators; every item is constructed to require regrouping because fractional parts sum to ≥ 1 whole.
- Denominators observed across items: 3, 4, 5, 6, 7, 8, 9, 12; exactly one denominator per item (like denominators only).
- Operands are positive mixed numbers; whole-number parts are small (about 1–10) and fractional parts are proper (0 < a/b < 1) with small numerators (e.g., 2, 3, 4, 5, 7, 8, 11).
- Operands may appear unsimplified (e.g., 2/4, 3/9, 8/12); within an item the denominator stays fixed (b).
- Stem/wording is uniform: "Add. Write your answer as a fraction or as a whole or mixed number." No contexts, visuals, tables, or multi-step reasoning.
- Computation method: add whole parts and add numerators; if numerator sum ≥ b, convert excess to whole(s) and keep denominator b in the fractional part.
- Answer format: one exact result; **simplifying is optional**—accept equivalent unsimplified or simplified forms (mixed number, whole number, or fraction) consistent with the stem.
- Exclusions: unlike denominators, subtraction/mixed operations, negatives, zeros, measurement units, or rounding requirements do not appear.
- Example stems aligned to scope: "Add. 7 3/4 + 2 3/4 = __", "Add. 8 8/12 + 1 11/12 = __", "Add. 3 2/3 + 1 2/3 = __".

Common Misconceptions:
* Adds denominators with numerators for like fractions (e.g., 3/4+3/4=6/8).
* Converts W a/b to improper as (W+a)/b instead of (Wb+a)/b.
* Forgets to add the carried whole from the fractional sum.
* Leaves fractional sum ≥1 as improper part; doesn’t regroup to whole.

Difficulty Definitions:
* Easy:
  - Like denominators: {4, 5, 8}; whole parts 1–6; small numerators (e.g., 1–4).
  - Exactly one regroup: fractional sums reach b or b+small remainder; remainders are friendly (e.g., 1/2, 1/4, 1/5) or 0.
  - Operands may appear unsimplified (e.g., 2/4, 4/8); **simplification optional** (accept equivalent forms).
  - Numeric-only setup (inline/stacked); single step: add wholes, add numerators, regroup.
* Medium:
  - Like denominators: {3, 6, 7, 9, 12}; whole parts up to 10; numerators may be larger (e.g., 5, 7, 8, 11).
  - Exactly one regroup with less-friendly remainders (e.g., 6/12, 5/10, 9/12); **simplification optional** (either form accepted).
  - Operands may be unsimplified (e.g., 3/9, 8/12); accept **improper fraction or mixed number** per the stem.
  - Numeric-only setup; single step with regrouping.
* Hard:
  - NA

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Assessing Reasonableness of Fraction Operation Estimations
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+8
Standard Description: Determine whether the sum or difference of two fractions is reasonable.

Key Concepts:
*None specified*

Learning Objectives:
* Judge whether the difference of two proper fractions with the same denominator is close to a given benchmark (0, 1/4, 1/2, 3/4, or 1), and if not, decide whether it is too high or too low
* Judge whether the sum of two proper fractions with the same denominator is close to a given benchmark (0, 1/4, 1/2, 3/4, or 1), and if not, decide whether it is too high or too low

Assessment Boundaries:
* Assessment is restricted to:

- Two-term expressions only (one addition or one subtraction) with proper fractions between 0 and 1; subtraction results are nonnegative.
- Benchmarks limited to 0, 1/4, 1/2, 3/4, and 1
- Reasoning uses closeness to benchmarks, no exact computation, common denominators, or decimals required.
- Denominators are small and manageable (≤ 12);
- Responses are single-select with three options: Yes; No, it’s too high; No, it’s too low. 
- No multi-step justifications, visuals, or mixed-number/whole-number inputs.

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow this sentence pattern:
 “[Name] estimates that the [sum/difference] of [fraction₁] and [fraction₂] is close to the benchmark [fraction₃].”
  The question must then ask:
  “Is [Name]’s estimate reasonable?”
- Names, operation type, fractions, and benchmark must vary each time to avoid repetition or fixed-output patterns.

Common Misconceptions:
* Adds numerators and denominators, then judges reasonableness from that incorrect value.
* Assumes any subtraction of two proper fractions is close to 0.
* Assumes one fraction above 1/2 and one below 1/2 cancel to 1/2.
* Rounds each fraction to a benchmark separately, ignoring cumulative rounding error on the result.

Difficulty Definitions:
* Easy:
  -All
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Subtracting Fractions with Like Denominators
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.A+9
Standard Description: Subtract fractions with like denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Subtract fractions with like denominators

Assessment Boundaries:
* - Single-step numeric subtraction of like-denominator fractions: a/b − c/b with a,c,b positive integers and a > c; no contexts, visuals, or multi-step chains.
- Denominators are from the friendly set {3, 4, 5, 6, 8, 10, 12}; exactly one denominator per item.
- Operands are proper fractions (0 < a/b, c/b < 1); numerators are small (1–10). No mixed numbers, negatives, or zero terms.
- Stems are uniform and concise: "Subtract." followed by two like-denominator fractions stacked or inline.
- Computation keeps the denominator b fixed and subtracts numerators directly (a − c); regrouping/borrowing never occurs.
- Results are proper fractions (e.g., 1/10, 1/8, 5/12); outcomes do not cross 1 whole.
- **Do not prompt to simplify.** If the result is reducible, the item text/stem must not mention simplification.
- **Answer format:** a single fraction; when the result is reducible, accept **both** the unreduced form and its simplified equivalent in the answer key (e.g., accept ["6/12","1/2"]).
- Example stems: "Subtract. 3/4 − 1/4 = __", "Subtract. 8/12 − 3/12 = __", "Subtract. 3/5 − 2/5 = __"
- Answer format: a single fraction (no units, no mixed-number form in this standard’s items). Student-facing instruction text is exactly: “Write your answer as a fraction.”

Common Misconceptions:
* Drops the denominator; writes only the whole-number difference of numerators.
* Seeks a new “common denominator,” incorrectly changing b to b×b before subtracting.
* Subtracts numerators and denominators instead of keeping denominator fixed.

Difficulty Definitions:
* Easy:
  - Like denominators from {4, 6, 8, 10}; numerators 1–5 with a > c.
  - Small differences: (a − c) ∈ {1, 2}; single-step subtraction, keep the denominator.
  - Numeric-only format (inline or stacked); answer is a proper fraction (not 0).
  - Do not prompt to simplify; if reducible, accept both unreduced and simplified forms in the key.
* Medium:
  - Like denominators from {3, 5, 12} (may also include {6, 8, 10}); numerators up to 10 with a > c.
  - Differences may be reducible (e.g., 6/12, 4/10, 2/8) or larger gaps with (a − c) ≥ 3.
  - Single-step subtraction; numeric-only format; answer is a proper fraction (not 0).
  - Do not prompt to simplify; if reducible, accept both unreduced and simplified forms in the key.
* Hard:
  - NA

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Fraction and Mixed Number Subtraction without Regrouping
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.C+1
Standard Description: Subtract a mixed number minus a fraction, without regrouping.

Key Concepts:
*None specified*

Learning Objectives:
* Subtract a fraction from a mixed number for a problem that does not require regrouping.

Assessment Boundaries:
* Assessment is restricted to:
- Subtracting a single proper or improper fraction from a mixed number with like denominators only  
- Denominators limited to- 2, 3, 4, 5, 6, 8, 10 or 12
- Numerators and denominators are whole numbers only; no decimals or mixed fractions as subtrahends  
- Mixed number minuends contain one whole number part and one fractional part only  
- No addition or subtraction involving more than two terms (no three or more addends/subtrahends)  
- All fractions and mixed numbers represent the same whole for valid subtraction  
- Problems restricted to subtraction; no addition, multiplication, division, or comparison tasks  
- Resulting difference may be a fraction or mixed number with like denominators only and must be simplified if possible  
- No introduction of equivalent fractions with different denominators; focus on like denominators only  
- Directions should always include instructions to provide answer in lowest terms.

Common Misconceptions:
* Students convert mixed numbers to improper fractions correctly but make errors when converting the final answer back to a mixed number or leave it as an improper fraction instead of simplifying
* Students perform the subtraction correctly but fail to reduce the resulting fraction to lowest terms when simplification is possible
* Students subtract the numerators correctly but forget to keep the same denominator, or they mistakenly subtract the denominators as well
* Students subtract the whole number from the whole number and the fraction from the fraction separately, but forget to borrow from the whole number when the fraction being subtracted is larger than the fraction in the mixed number

Difficulty Definitions:
* Easy:
  - Uses denominators 2, 3, 4 only
  - Mixed numbers are between 1 and 3
  - Results are proper fractions or whole numbers
  - No real-world context
* Medium:
  - Uses denominators 2, 3, 4, 6, 8
  - Mixed numbers are between 4 and 5
  - Results are mixed numbers less than 5
  - No real-world context
* Hard:
  - Uses denominators up to 12
  - Mixed numbers are between 1 and 10
  - Results are mixed numbers close to but not exceeding 10
  - Real-world context

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Subtracting Mixed Numbers with Regrouping
Lesson Order: 64.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.C+2
Standard Description: Subtract mixed numbers with like denominators by combining their whole-number parts and fractional parts, with regrouping.

Key Concepts:
*None specified*

Learning Objectives:
* Subtract a mixed number from a whole number using regrouping.
* Subtract two mixed numbers with like denominators that require regrouping.

Assessment Boundaries:
* - Scope: single-step subtraction of two positive mixed numbers with like denominators, (W a/b) − (U c/b); exclude whole−mixed cases entirely. Stems read: “Subtract. Write your answer as a fraction or as a whole or mixed number.”
- Every in-scope item requires regrouping (borrow 1 whole as b/b) because a < c; subtract fractional parts first, then whole parts; the denominator b remains fixed.
- Denominators allowed in this subset: 2, 3, 4, 5, 6, 8, 10, 12; exactly one denominator per item.
- Fractional parts are proper and may be unsimplified in the operands (e.g., 3/6, 2/4, 4/8); numerators are small (commonly 1–7).
- Whole-number parts are modest (about 1–19); the minuend’s whole part exceeds the subtrahend’s so results are nonnegative.
- Answer format: a single exact value—usually a mixed number or whole number; simplify the fractional part (e.g., 1 + 4/6 → 1 2/3) when possible. No rounding.
- Data/stems are purely numeric and uniform; no visuals, tables, or word contexts; no multi-step chains or mixed operations.
- Exclusions: unlike denominators within an item, negative results, decimals/percents, and any whole−mixed or model-based prompts.
- Example stems aligned to scope: “Subtract. 16 2/6 − 7 5/6 = __”, “Subtract. 15 1/4 − 11 2/4 = __”, “Subtract. 17 4/12 − 10 5/12 = __”.

Common Misconceptions:
* Borrows but fails to reduce the minuend’s whole part by one.
* Converts mixed numbers to improper as (W+a)/b instead of (Wb+a)/b.
* Converts the borrowed 1 whole to 1/1 instead of b/b.
* Subtracts fractional parts without regrouping when a < c, producing a negative numerator.

Difficulty Definitions:
* Easy:
  - Form: (W a/b) − (U c/b) with **a < c** so exactly **one regroup**; **regroup cue may be shown** (e.g., “borrow 1 = b/b”).
  - Denominators: **{2, 4, 8, 10}** only; operands’ fractions already **simplified**; numerators small (**1–3**).
  - Whole parts modest (about **1–12**); whole-part difference after regroup ≥ 1.
  - Resulting fractional part is **friendly** and simple to read (e.g., 1/2, 1/4, 1/5, 1/8, 3/10); answer a **simplified mixed number**.
* Medium:
  - Form: (W a/b) − (U c/b) with **a < c**; student **must decide to regroup** (no cue).
  - Denominators: **{3, 5, 6}**; operands may be **unsimplified** (e.g., 2/4, 3/6); numerators up to **7**.
  - Whole parts up to about **15–19**; may include cases where whole parts **cancel after regrouping** (result is a proper fraction).
  - Resulting fractional part often needs **nontrivial simplification** (e.g., 10/12 → 5/6, 6/12 → 1/2); answer a **simplified mixed/proper** value.
* Hard:
  - Mix of forms: mixed − mixed (a < c) and whole − mixed, both requiring one regroup (no cues).
  - Same regrouping requirement, but with least-friendly values and tighter wholes (W ≈ U).
  - Denominators include {7, 11, 12} (may also use 8/10 variants); numerators can be larger single digits.
  - Frequent near-cancellation of whole parts; results may be proper fractions with non-obvious equivalents (e.g., 8/12, 6/11).
  - Numeric-only layout; accept unsimplified or simplified equivalents as correct.

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Subtracting Mixed Numbers from Whole Numbers
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.C+3
Standard Description: Subtract a mixed number from a whole number

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Adding and Subtracting Mixed Numbers: Word Problems
Lesson Order: 65.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.D+1
Standard Description: Solve word problems involving addition and subtraction of mixed numbers with like denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems involving the **addition of mixed numbers** with like fractional denominators **that require regrouping**.
* Solve word problems involving the **addition of mixed numbers** with like fractional denominators **without regrouping**.
* Solve word problems involving the **subtraction of mixed numbers** with like fractional denominators **that require regrouping**.
* Solve word problems involving the **subtraction of mixed numbers** with like fractional denominators **without regrouping**.
* Solve word problems involving the addition of mixed numbers with like denominators.
* Solve word problems involving the subtraction of mixed numbers with like denominators.

Assessment Boundaries:
* - Scope: single-step word problems that add or subtract quantities when at least one operand is a mixed number; like fractional denominators within each item; some items pair a mixed number with a whole or a proper fraction.
- Denominators observed are "friendly" and fixed per item: 2, 3, 4, 5, 6, 8, 10, 12; operands may share b through all terms in the problem.
- Whole-number parts are modest (≈1–17 in examples) and quantities remain nonnegative; problems are constructed to avoid negative results.
- Fractional parts are proper (0 < a/b < 1); operands may appear unsimplified (e.g., 5/10, 6/8, 2/4) while still using a single denominator b.
- Regrouping: include both cases. Addition may require carrying when fractional parts sum to ≥ 1 (e.g., 2/4 + 3/4); subtraction may require borrowing 1 whole as b/b when the top fraction is smaller (e.g., 5 1/4 − 3 3/4).
- Contexts use a single unit per item (inches, rolls, loaves, pounds, cartons, miles); there are no cross-unit conversions, tables, visuals, or multi-step chains.
- Stem cues are concise and literal: "in all/total," "how much more/longer/farther," "how much is left/remaining."
- Example stems: "How far did the ladybug crawl in all?", "How much medical tape will he have left?", "How much more pepperoni than sausage did the chef use?"
- Answer format: include the unit from the stem; results may be a fraction, a whole number, or a mixed number; **simplification is optional**—accept equivalent unsimplified or simplified forms. Prompt wording: "Write your answer as a fraction or as a whole or mixed number."
- Exclusions: unlike denominators within an item, negative answers, decimals/percents, rates/proportions, and any requirement to convert between measurement systems.

Common Misconceptions:
* Adds denominators when adding like fractional parts of mixed numbers.
* Leaves fractional sum ≥1 without carrying an extra whole to the total.
* Subtracts mixed numbers without regrouping when the top fraction is smaller.
* Treats “how much more/left” prompts as addition rather than subtraction.

Difficulty Definitions:
* Easy:
  - Operation: addition or subtraction with like denominators; **no regrouping** (fractional parts sum/difference < 1).
  - Structures favor one mixed number with a whole or proper fraction (or two mixed numbers whose fractions do not cross a whole).
  - Denominators: {2, 4, 8, 10}; small whole parts (about 1–8).
  - Clear cue words and single-unit contexts; one concise sentence.
  - Answer includes the unit; **simplification optional** (accept unsimplified or simplified forms).
* Medium:
  - Exactly **one regrouping** required: carry in addition (fractional sum ≥ 1) or borrow in subtraction (top fraction < bottom).
  - Structures include two mixed numbers or mixed + whole; operands may be **unsimplified** (e.g., 5/10, 6/8).
  - Cue to operation may be implicit in comparison/remaining language; no scaffolds.
  - Answer includes the unit; convert/collapse any whole made by regrouping; **simplification optional**.
* Hard:
  - Regrouping with **less-friendly values**: subtraction with borrowing or addition with carrying that often produces nontrivial equivalents.
  - Two mixed numbers with close whole parts (heavier reliance on fractional regrouping); denominators emphasize {12, 8, 6}.
  - Whole parts near the upper range (≈15–17) while keeping results nonnegative.
  - Comparison prompts ("how much more/farther/longer") or totals that cross a whole; operands may be unsimplified but share one denominator.
  - Answer includes the unit; **simplification optional** (accept unsimplified or simplified equivalents).

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Adding and Subtracting Fractions in Recipes
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.D+2
Standard Description: Add and subtract fractions in recipes with like denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Add fractions with like denominators.
* Subtract fractions with like denominators.

Assessment Boundaries:
* - Single-step addition or subtraction of proper fractions with like denominators only
- Denominators limited to: 2, 3, 4, 5, 6, 8, 10, 12
- All operands in stimulus must be proper fractions (numerator < denominator)
- Results may be proper fractions, whole numbers (e.g., 4/4 = 1), or mixed numbers (e.g., 5/4 = 1 1/4)
- No cross-unit conversions; all ingredients use the same unit per item
- Subtraction constructed to avoid negative results
- Both simplified and unsimplified answers accepted (e.g., both "2/4" and "1/2" correct)
- Mixed number format required when result > 1 (fractional part may remain unsimplified)
- Add/subtract ONLY fractions with identical denominators from the stimulus
- Fractions in stimulus should NOT be pre-simplified (keep 2/4, 4/6, 6/8, etc.)
- Operations use unsimplified fractions (e.g., 2/8 + 3/8 = 5/8)
- Answers accept both forms: unsimplified (5/8) and simplified (5/8 stays as is, but 4/8 could be 1/2)
- NO finding common denominators - only operate on matching pairs
- Instructions (mandatory): "Write your answer as a fraction, whole number, or mixed number."
- Stem examples: "1) If you mix the rice vinegar and ketchup together, how many cups will there be in all?"
2) How many more teaspoons of onion than lemon juice are needed?"
3) If you mix the butter and chocolate chips together, how many cups will there be in all?"
- Do not generate questions asking how much of an item is remaining knowing that some amount of that same item is already consumed
- Ingredients are unique in the list (never repeated)

### STIMULUS REQUIREMENTS (CRITICAL)
- stimulus_description MUST be provided with the complete ingredient list
- Stimulus MUST include 3-4 ingredients with the SAME denominator (for valid operations)
- Stimulus MUST include 1-2 additional ingredients with DIFFERENT denominators (as distractors)
- Total ingredients in stimulus: 4-6 items

### UNSIMPLIFIED FRACTION EXAMPLES
VALID (unsimplified): 2/4, 3/6, 4/8, 2/6, 4/6, 6/8, 2/10, 4/10, 6/12, 8/12
INVALID (pre-simplified): 1/2, 1/3, 1/4, 2/3, 3/4, 1/6, 5/6

### LATEX FORMATTING (MANDATORY)
- ALL fractions in question stem MUST use LaTeX: $\frac{numerator}{denominator}$
- ALL fractions in answer choices MUST use LaTeX: $\frac{numerator}{denominator}$
- ALL fractions in explanation MUST use LaTeX: $\frac{numerator}{denominator}$
- Formatting MUST be consistent across stem, choices, and explanation
- NEVER use plain text fractions like "1/4" or "3/8" - always use $\frac{1}{4}$ or $\frac{3}{8}$

Common Misconceptions:
* Adds denominators when adding like fractions (e.g., 1/4 + 2/4 = 3/8).
* Leaves totals ≥1 as improper fractions; omits conversion to mixed numbers.
* Subtracts from 1 cup without converting 1 to an equivalent denominator.
* Treats “how much more” as addition instead of subtracting numerators.

Difficulty Definitions:
* Easy:
  - Denominators: {3, 4, 5} with any operation.
  - OR Denominator {6} with **addition** only.
  - Result: Any (proper fraction, whole number, or mixed number).
* Medium:
  - Denominator {6} with **subtraction** only.
  - OR Denominator {8} with any operation.
  - Result: Any.
* Hard:
  - Denominator {12} with any operation.
  - Result: Any (including mixed number conversion when > 1).

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Adding and Subtracting Mixed Numbers in Recipes
Lesson Order: 67.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.3.D+3
Standard Description: Add and subtract mixed numbers with like denominators in recipes.

Key Concepts:
*None specified*

Learning Objectives:
* Add mixed numbers with like denominators
* Subtract mixed numbers with like denominators

Assessment Boundaries:
* - Single-step addition or subtraction of mixed numbers with like denominators only
- Denominators limited to: 2, 3, 4, 5, 6, 8, 10, 12
- All operands in stimulus must be mixed numbers (whole number + proper fraction)
- Results may be mixed numbers or whole numbers (e.g., 1 3/4 + 1/4 = 2)
- No cross-unit conversions; all ingredients use the same unit per item
- Subtraction constructed to avoid negative results
- Both simplified and unsimplified answers accepted (e.g., both "2 2/4" and "2 1/2" correct)
- Add/subtract ONLY mixed numbers with identical denominators from the stimulus
- Fractional parts in stimulus should NOT be pre-simplified (keep 1 2/4, 2 4/6, 1 6/8, etc.)
- Operations use unsimplified mixed numbers (e.g., 1 2/8 + 2 3/8 = 3 5/8)
- Answers accept both forms: unsimplified (3 5/8) and simplified (3 5/8 stays as is, but 2 4/8 could be 2 1/2)
- NO finding common denominators - only operate on matching pairs
- Instructions (mandatory): "Write your answer as a fraction, whole number, or mixed number."
- Stem examples: "1) If you mix the heavy cream and milk together, how many cups will there be in all?"
2) How many more teaspoons of vanilla extract than almond extract are needed?"
- Do not generate questions asking how much of an item is remaining knowing that some amount of that same item is already consumed
- Ingredients are unique in the list (never repeated)

Common Misconceptions:
* Adds denominators when adding fractional parts of mixed numbers.
* Converts 1 whole to 1/1 when regrouping, not to b/b.
* Leaves sums with fractional parts at least 1 without converting an extra whole.
* Subtracts fractional parts without regrouping when the top fraction is smaller.

Difficulty Definitions:
* Easy:
  - Addition only
  - Denominator groups: 2, 3, 4, 5
  - Use unsimplified mixed numbers: 1 2/4, 2 3/4
  - Include 3+ ingredients with same denominator
  - Fractional parts sum to < 1 (no regrouping needed)
  - Result: mixed number with proper fraction
* Medium:
  - Addition or subtraction
  - Denominator groups: 6, 8, 9
  - Use unsimplified mixed numbers: 1 2/6, 2 3/6, 1 4/6
  - Include 3+ ingredients with same denominator
  - Addition: fractional parts may sum to ≥ 1 (regrouping required)
  - Subtraction: may require borrowing from whole number
  - Result: mixed number or whole number
* Hard:
  - Complex operations with larger numbers
  - Denominator: 10, 12
  - Whole-number parts: up to 10
  - Use unsimplified mixed numbers: 2 3/12, 3 5/12, 1 7/12, 2 9/12
  - Include 3+ ingredients with same denominator
  - Addition: fractional parts sum to ≥ 1 (regrouping required)
  - Subtraction: requires borrowing from whole number
  - Result: any positive mixed number or whole number

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Whole Numbers and Fractions
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.B
Standard Description: Solving mathematical problems involving multiplying whole numbers and fractions

Key Concepts:
*None specified*

Learning Objectives:
* • Multiply a whole number by a fraction.
* • Use repeated addition to represent multiplication of a whole number and a fraction.

Assessment Boundaries:
* Assessment is restricted to:
- Problems involving multiplying a single whole number by a fraction, where the whole number is the multiplier.
- Fractions with denominators limited to 2, 3, 4, 5, 6, 8, 10, 12
- No use of decimals, negative numbers, or improper fractions outside the specified range.
- No real-world context

Common Misconceptions:
* Student may leave the denominator unchanged when multiplying a whole number by a fraction, resulting in incorrect answers.
* Students may confuse multiplying a whole number by a fraction with combining it with a mixed number (e.g., interpreting 5 × 1/4 as 5 1/4).
* Students may multiply both the numerator and denominator by the whole number instead of just the numerator.

Difficulty Definitions:
* Easy:
  - Multiplying a whole number by a unit fraction
  - Doesn't need to be simplified
* Medium:
  - Multiplying a whole number by a non-unit fraction that remains less than 1
  - Doesn't need to be simplified
* Hard:
  - Multiplying a whole number by a non-unit fraction that results in a mixed number
  - Needs to be simplified

---

Subject: Math
Course: 4th Grade
Unit ID: Math Grade 4 Unit 9
Unit Name: Adding and Subtracting Fractions
Cluster ID: CCSS.MATH.CONTENT.4.NF.B+1
Cluster Name: Build fractions from unit fractions.
Lesson Name: Multiplying Whole Numbers and Fractions: Word Problems
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.4.NF.B.4.C
Standard Description: Solve real-world problems involving multiplying fractions by whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* • Multiply a fraction by a whole number to find a total amount.
* • Solve word problems involving repeated groups of a fractional quantity.
* • Use equations to solve real-world multiplication problems with fractions.

Assessment Boundaries:
* Assessment is restricted to:
- Problems involving multiplying a single whole number by a fraction, where the whole number is the multiplier.
- Fractions with denominators limited to 2, 3, 4, 5, 6, 8, 10, 12
- No use of decimals, negative numbers, or improper fractions outside the specified range.
- Directions should always include instructions to provide answer in lowest terms.
- Must have real world context

Common Misconceptions:
* Student may assume that multiplying by a fraction always makes the answer larger, rather than recognizing that multiplying by a fraction less than one actually makes the result smaller.
* Student may changing "5 × ¼" to the mixed number "5¼" instead of calculating the product as 5 groups of ¼, leading to an answer like 21/4 or misunderstanding what the multiplication represents.
* Student may mix up operations by adding the whole number and the fraction instead of multiplying them, so answering "5 + ¼" instead of "5 × ¼".
* Student may multiply the whole number by the denominator instead of the numerator when solving fraction multiplication problems, resulting in an incorrect answer.

Difficulty Definitions:
* Easy:
  - Multiplying a whole number by a unit fraction
* Medium:
  - Multiplying a whole number by a non-unit fraction that remains less than 1
* Hard:
  - Multiplying a whole number by a non-unit fraction that results in a mixed number

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.1+1
Standard Description: Convert between standard, word and expanded form for multi-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a multi-digit number from expanded form to standard form
* Convert a multi-digit number from expanded form to word form
* Convert a multi-digit number from word form to expanded form
* Convert a multi-digit number from word form to standard form
* Determine the value of a specified digit in a multi-digit number
* Determine the value of a specified digit in a multi-digit number (e.g. What is the value of the 2 in 520,761,834?)
* Identify a number in which the digit in a specified place value represents a given amount (e.g. Which number's underlined digit is worth 2,000?)
* Name the place of a specified digit in a multi-digit number.

Assessment Boundaries:
* - Multi-digit whole numbers up to but not including 1,000,000,000.
- For "Identify a number in which the digit in a specified place value" all 4 options must be different numbers but underlined number should be all the same digit (e.g. 66\\underline{2}1195, 435\underline{2}434, 9080\underline{2}2, 3\underline{2}12503)

Common Misconceptions:
* Students apply place value rules from smaller numbers incorrectly to larger multi-digit numbers, not recognizing that each position represents a power of 10 greater than the position to its right
* Students confuse the digit itself with its place value, stating that the value of 3 in 852,906,374 is simply "3" rather than "300."
* Students incorrectly identify place value positions by counting from right to left but miscounting the positions, especially in numbers with 7-9 digits
* Students mix up place value names for large numbers, confusing millions and hundred thousands or ten millions and hundred millions positions

Difficulty Definitions:
* Easy:
  - Identify a number in which the digit in a specified place value represents a given amount (e.g. Which number's underlined digit is worth 2,000?)
* Medium:
  - Determine the value of a specified digit in a multi-digit number given its position (e.g. What is the value of the underlined digit? 244,587,899)
* Hard:
  - Determine the value of a specified digit in a multi-digit number not given its position (e.g. What is the value of the 2 in 520,761,834?)
  - No underline

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: Whole Numbers Standard and Expanded Form
Lesson Order: 1.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+1
Standard Description: Convert between standard, word and expanded form for multi-digit numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the relationship between the exponents in powers of 10 and the number of zeros added to the product.
* Justify the reasoning behind the number of zeros in the product using properties of the base-ten number system.
* Use place value understanding to predict the number of zeros in a product when a whole number is multiplied by various powers of 10.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: Powers of 10
Lesson Order: 4.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+2
Standard Description: Convert powers of ten between exponential form and multiplication expressions.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to connect the concept of multiplying by powers of 10 with real-world examples that involve decimal numbers and their placement changes.

Assessment Boundaries:
* - Only uses powers of 10 and no other base for exponents.
- No coefficient or multiplicative constant in front of the powers of 10.
- Exponents up to 10

Common Misconceptions:
* - Assumes exponent notation merely shifts the decimal point.
* - Confuses exponent value with the number of zeros.
* - Misapplies conversion by adding base digits instead of repeating multiplication.
* - Treats 10^n as ten multiplied by n.

Difficulty Definitions:
* Easy:
  - Exponents 1-5 inclusive.
* Medium:
  - Exponents 6-10 inclusive.
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: Value of a Digit
Lesson Order: 3.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+3
Standard Description: Find the value of a given digit in a multigidit number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Multi-digit whole numbers up to but not including 1,000,000,000.
- For "Identify a number in which the digit in a specified place value" all 4 options must be different numbers, but the underlined digit must be the same across all options (e.g. 66\\underline{2}1195, 435\underline{2}434, 9080\underline{2}2, 3\underline{2}12503)

Common Misconceptions:
* Students apply place value rules from smaller numbers incorrectly to larger multi-digit numbers, not recognizing that each position represents a power of 10 greater than the position to its right
* Students confuse the digit itself with its place value, stating that the value of 3 in 852,906,374 is simply "3" rather than "300."
* Students incorrectly identify place value positions by counting from right to left but miscounting the positions, especially in numbers with 7-9 digits
* Students mix up place value names for large numbers, confusing millions and hundred thousands or ten millions and hundred millions positions

Difficulty Definitions:
* Easy:
  - Identify a number in which the digit in a specified place value represents a given amount (e.g. Which number's underlined digit is worth 2,000?)
* Medium:
  - Determine the value of a specified digit in a multi-digit number given its position (e.g. What is the value of the underlined digit? 244,587,899)
* Hard:
  - Determine the value of a specified digit in a multi-digit number not given its position (e.g. What is the value of the 2 in 520,761,834?)
  - No underline

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: Multiplication Patterns Across Increasing Place Values
Lesson Order: 6.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+4
Standard Description: Multiplify a whole number by a power of ten or the product of a single digit and a power of ten.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Explaining or demonstrating understanding of the pattern of zeros in the product when multiplying a number by powers of 10. This specifically includes recognizing that multiplying a whole number by 10^n results in the digits shifting left and n zeros being added.
- Question stem MUST be "Complete the pattern:<br/>"
- The operation is limited to multiplication of a number by powers of 10. Tasks involving division by powers of 10 are not included in this defined substandard.
- The number being multiplied is a whole number.
- The multiplier is a single digit whole number times a power of 10, denoted using whole-number exponent. Exponents range up to 9.
- For missing factor problems, assessment is limited to whole-number factors where the product is expressed in thousands, ten thousands, hundred thousands, or millions. Problems may present the unknown in the same factor position (either all first or all second factor). No decimals, fractions, or exponents are included. Example 1:
?×3=24
?×3=240,000
?×3=24,000,000
Example 2:
6×6=?
60×6=?
600×6=?
6,000×6=?
60,000×6=?
600,000×6=?
6,000,000×6=?
Example 3:
7×?=21
700×?=2,100
7,000×?=21,000
- No word problems with real world context
- Answers must be always the same position and the same number across all blanks (e.g. all 7) or the same number times different powers of 10 (e.g. 3, 30, 300, 3000, 30000, 300000)
- In every expression, the multiplication MUST be between a single-digit whole number (1–9) and another single-digit whole number that is scaled by a power of ten.
- Always 3 or 7 blanks, no other number of blanks
- No exponents or exponential notation
- Numbers less than 100,000,000

Common Misconceptions:
* In missing-factor equations (e.g., ? × 8 = 4,000), chooses a pure power of ten based only on the product’s zeros, ignoring the known factor’s effect
* Interprets 10^n as 10 × n, multiplying by n instead of by a power of ten
* Shifts digits the wrong way when multiplying by 10^n (moves right/removes zeros instead of shifting left/adding n zeros)
* Treats a factor like 4×10^n as just 10^n, adding zeros but forgetting to multiply by the single-digit coefficient

Difficulty Definitions:
* Easy:
  - Consecutive powers of 10 (no skips), the scale factor follows 1, 10, 100, 1,000, 10000, 100000, 1000000
  - 7 Multiplication blanks
* Medium:
  - Skipped powers of 10, the scale factor skips place values with exponent jumps (e.g., 1, 100, 10000)
  - 3 Multiplication blanks
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: Place Value Words
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+5
Standard Description: Use place-value understanding to read, write, compose, and decompose multi-digit whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Convert place value in words (e.g. 8 millions = _____ hundred thousands)
* Find the missing numbers up to thousands in expanded form that uses words. (e.g. 6,287 = ____ thousand + ____ hundred + ____tens + ____ ones.)
* Find what number up to ten thousand has a given set of place values, all place values must be filled (e.g. What number has 6 thousands, 4 hundreds, 3 tens, and 6 ones?)
* Given a number up to millions, find which digit is in a given place (e.g. In 1,896,237, which digit is in the ten-thousands place?)
* Write a number given the way it would be read (e.g. You hear the following number: 590 million, 300. How do you write it using digits?)

Assessment Boundaries:
* - Numbers are less than 1,000,000,000
- No context
- ONLY for "Convert place value": Conversion must be between place values within 10 of each other and question stem MUST be "___ place value = <blank> place value"
- Use ONLY plural form (e.g., millions, thousands)

Common Misconceptions:
* Confuses place values.
* Switches the greater place value for the smaller place value.

Difficulty Definitions:
* Easy:
  - Find the missing numbers in epanded form that uses words. (e.g.
6,287 = ____ thousand + ____ hundred + ____tens + ____ ones.)
  - Up to thousands
* Medium:
  - Find what number has a given set of place values (e.g. What number has 6 thousands, 4 hundreds, 3 tens, and 6 ones?)
  - Given a number, find which digit is in a given place (e.g. In 1,896,237, which digit is in the ten-thousands place?)
  - Up to millions
* Hard:
  - Convert place value in words (e.g. 8 millions = _____ hundred thousands)
  - Write a number given the way it would be read (e.g. You hear the following number: 590 million, 300. How do you write it using digits?)

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A
Cluster Name: Understand the place value system.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.4
Standard Description: Use place value understanding to round decimals to any place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Division Word Problems
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+2
Standard Description: Solve real-world problems involving the division of whole numbers with and without remainders with up to four-digit dividends by two digits division.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a single-step real-world equal-grouping problem where the remainder represents leftover items when a 3-digit number is divided by 2 digits
* Solve a single-step real-world equal-grouping problem where the remainder represents leftover items when a 4-digit number is divided by 2 digits
* Solve a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 3-digit number is divided by 2 digits
* Solve a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 4-digit number is divided by 2 digits
* Solve a single-step real-world equal-grouping problem with no remainder that divides a 3-digit number by 2 digits
* Solve a single-step real-world equal-grouping problem with no remainder that divides a 4-digit number by 2 digits
* Write an equation for a single-step real-world equal-grouping problem where the remainder represents leftover items when a 3-digit number is divided by 2 digits
* Write an equation for a single-step real-world equal-grouping problem where the remainder represents leftover items when a 4-digit number is divided by 2 digits
* Write an equation for a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 3-digit number is divided by 2 digits
* Write an equation for a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 4-digit number is divided by 2 digits
* Write an equation for a single-step real-world equal-grouping problem with no remainder that divides a 3-digit number by 2 digits
* Write an equation for a single-step real-world equal-grouping problem with no remainder that divides a 4-digit number by 2 digits

Assessment Boundaries:
* - Single-step scenarios
- Problems may require interpreting remainders (e.g., "how many boxes are needed?").
- Divisors are 2 digits and dividends are 3 or 4 digits.
- Real world context required

Common Misconceptions:
* Students confuse which number is the dividend and which is the divisor when setting up division problems from word problems
* Students ignore remainders completely and only report the quotient, even when the context requires interpreting what to do with the remainder
* Students make computational errors in long division with two-digit divisors, particularly when estimating how many times the divisor goes into partial dividends
* Students misinterpret remainder problems by always rounding up regardless of context, such as saying you need 13 boats when the remainder represents people who don't fill a complete boat

Difficulty Definitions:
* Easy:
  - Write an equation for a single-step real-world equal-grouping problem with no remainder that divides a 3-digit number by 2 digits
  - Solve a single-step real-world equal-grouping problem with no remainder that divides a 3-digit number by 2 digits
* Medium:
  - Write an equation for a single-step real-world equal-grouping problem with no remainder that divides a 4-digit number by 2 digits
  - Solve a single-step real-world equal-grouping problem with no remainder that divides a 4-digit number by 2 digits
  - Write an equation for a single-step real-world equal-grouping problem where the remainder represents leftover items when a 3-digit number is divided by 2 digits
  - Solve a single-step real-world equal-grouping problem where the remainder represents leftover items when a 3-digit number is divided by 2 digits
  - Write an equation for a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 3-digit number is divided by 2 digits
  - Solve a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 3-digit number is divided by 2 digits
* Hard:
  - Write an equation for a single-step real-world equal-grouping problem where the remainder represents leftover items when a 4-digit number is divided by 2 digits
  - Solve a single-step real-world equal-grouping problem where the remainder represents leftover items when a 4-digit number is divided by 2 digits
  - Write an equation for a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 4-digit number is divided by 2 digits
  - Solve a single-step real-world equal-grouping problem where the remainder requires rounding up to the next whole group when a 4-digit number is divided by 2 digits

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Mixed Decimal Division Word Problems
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+4
Standard Description: Divide decimals to hundredths by a whole number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide Decimals using Place Value
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+6
Standard Description: Divide decimals by whole numbers using place value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multi-step Decimal Problems
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+7
Standard Description: Solve two-step problems in which students need to add, subtract, multiply and divide numbers, including decimals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 1
Unit Name: Whole Number Place Value
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide Numbers Ending in Zeros
Lesson Order: 5.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+8
Standard Description: Divide multidigit numbers ending in zeros.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - The dividend, divisor and quotient must all end in one or more zeros
- Only whole numbers.
- No word question, should just be a division sentence ("___ ÷ ___ = <blank>")
- The quotient must be a basic fact from the 1–10 multiplication table, optionally followed by one or more zeros.

Common Misconceptions:
* Believes zeros can always be “canceled,” predicting a whole-number quotient even when the remaining digits don’t divide evenly.
* Cancels the same number of trailing zeros from both numbers without checking, giving a quotient one power of ten too small (e.g., 2 100 ÷ 70 = 21).
* Divides the non-zero digits correctly but then reattaches all original zeros from the dividend, producing an oversized answer (e.g., 8 000 ÷ 400 = 2 000).
* Uses full long-division and misaligns place values because they ignore the factor form (70 = 7×10, 400 = 4×100).

Difficulty Definitions:
* Easy:
  - Only one difficulty level
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 10
Unit Name: Unit Conversions
Cluster ID: CCSS.MATH.CONTENT.5.MD.A
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Converting to Smaller Customary Units Involving Fractions
Lesson Order: 114.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+1
Standard Description: Convert to smaller customary units involving fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a whole number, fraction, or mixed number length from feet to inches
* Convert a whole number, fraction, or mixed number length from feet to miles
* Convert a whole number, fraction, or mixed number length from feet to yards
* Convert a whole number, fraction, or mixed number length from inches to feet
* Convert a whole number, fraction, or mixed number length from miles to feet
* Convert a whole number, fraction, or mixed number length from yards to feet

Assessment Boundaries:
* - Question stem must ALWAYS be "Convert. Simplify your answer and write it as a proper fraction or as a whole or mixed number.<br> <blank> (smaller unit) = (fraction) (larger unit)"
- Factions with denominator ≤ 12
- NEVER abbreviate a unit
- The answer should always be whole number.
- The question should have difficulty 'Hard'

Common Misconceptions:
* - Confuses larger and smaller unit conversion direction in fractional problems.
* - Ignores fraction multiplication, treating conversion as whole number conversion.
* - Misapplies conversion factor by dividing instead of multiplying with fractions.
* - Overgeneralizes conversion ratios, failing to simplify resulting fraction forms.

Difficulty Definitions:
* Easy:
  - Unit fraction with denominator 2, 3 or 4
* Medium:
  - Non-unit fraction with denominator 2, 3 or 4
  - Fraction with denominator 5,6,8,10 or 12
* Hard:
  - Mixed number fraction
  - Feet to mile conversion
  - Fraction with denominator 7,9,11

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 10
Unit Name: Unit Conversions
Cluster ID: CCSS.MATH.CONTENT.5.MD.A
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Converting to Larger Customary Units Involving Fractions
Lesson Order: 115.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+2
Standard Description: Convert to larger customary units involving fractions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Question stem must ALWAYS be "Convert. Simplify your answer and write it as a proper fraction or as a whole or mixed number.<br> (number) (smaller unit) = <blank> (larger unit)"
- Factions with denominator ≤ 12
- NEVER abbreviate a unit
- The number in the question must not be a fraction but should be a whole number.
- Generate only easy questions.

Common Misconceptions:
* - Confuses conversion order by inverting fraction conversion factors.
* - Fails to simplify improper fractions into proper mixed numbers.
* - Ignores remainders, treating conversion as whole number division only.
* - Misapplies conversion by ignoring leftover fractions during unit scaling.

Difficulty Definitions:
* Easy:
  - Unit fraction with denominator 2, 3 or 4
* Medium:
  - Non-unit fraction with denominator 2, 3 or 4
  - Fraction with denominator 5,6,8,10 or 12
* Hard:
  - Mixed number fraction
  - Feet to mile conversion
  - Fraction with denominator 7,9,11

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 10
Unit Name: Unit Conversions
Cluster ID: CCSS.MATH.CONTENT.5.MD.A
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Converting Metric Units Involving Decimals
Lesson Order: 116.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+3
Standard Description: Convert metric units involving decimals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Question stem must ALWAYS be "Convert. Simplify your answer and write it as a proper fraction or as a whole or mixed number.<br> <blank> (smaller unit) = (decimal) (larger unit)" or "(smaller unit) = <blank> (larger unit)"
- Decimal up to ten thousandths
- NEVER abbreviate a unit

Common Misconceptions:
* - Confuses decimal shifts when converting between millimeters and centimeters.
* - Erroneously multiplies instead of dividing during metric decimal conversions.
* - Ignores proper fraction simplification after converting decimal metric units.
* - Misapplies conversion factors by switching larger and smaller units.

Difficulty Definitions:
* Easy:
  - Decimal up to tenths
* Medium:
  - Decimal up to hundredths
* Hard:
  - Decimal up to ten thousandths

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 10
Unit Name: Unit Conversions
Cluster ID: CCSS.MATH.CONTENT.5.MD.A
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Multi-step Customary Conversions
Lesson Order: 117.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+5
Standard Description: Solve multi-step problems involving converting among different-sized standard measurement units within a given measurement system.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a multi-step problem that requires converting customary units conversions. For example: Jayla is making posters for the school play. She borrows a 12-pint set of paint from the art teacher. To make her posters really sparkle, she also brings 4 cups of glitter paint from home. How many pints of paint does she have in all?

Assessment Boundaries:
* - Problems must use customary systems
- Each problem should be a multi-step problems involving customary unit conversions like (Example: Ellie is an African elephant. When she was born, she weighed about 200 pounds. As an adult, she weighs 7 tons! How many pounds did Ellie gain over her lifetime? or Herman's scouting troop is running a food drive. They visit the Greener Grocer to ask for donations. The generous owner gives them two boxes of food. One box has twenty 16-ounce bags of pasta. The other box has sixteen 15-ounce cans of beans. How many pounds of food did the grocery store donate in all?)
- Customary measurements must be whole numbers
- The problems should contains atleast three statement, where first statement should provide context and other statments are about the problem and last statement is about what is expected as output.

Common Misconceptions:
* - Confuses conversion factors among customary measurement units.
* - Misapplies operations by converting only one measurement type in multi-step problems.
* - Overlooks required conversion steps before aggregating quantities.
* - Treats multi-step problems as single-step, ignoring unit consistency.

Difficulty Definitions:
* Easy:
  - Real world two‑step problem involving customary units with exactly one unit conversion.
  -Example: Gavin wants to be a marine biologist when he grows up. His entire room is ocean-themed, so he is painting his bed frame blue to match. He estimates that he will need 5 cups of paint, but the hardware store only sells paint in quarts. If Gavin buys 2 quarts of paint, how many cups will he have left?
* Medium:
  - Real‑world, three‑step problem involving customary units with only one step requires unit conversion.
  - Example:A waitress is filling coffee mugs at a diner. She pours 12 fluid ounces into each of 5 mugs from a full pot of coffee. If her coffee pot holds 8 cups, how many fluid ounces of coffee does she have left in her pot?
* Hard:
  Real‑world multi step problem(more than 3) that requires multiple customary unit conversions. 
  - Example:The Nature's Preserves jam factory is buying supplies for next month. They make 2 flavors of strawberry jam: Classic Strawberry and Tropical Strawberry. Both flavors use 10 pounds of fresh strawberries in every 16-jar batch. The factory plans to make 4,000 jars of Classic Strawberry jam and 2,400 jars of Tropical Strawberry jam next month. How many tons of strawberries should they order?

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 10
Unit Name: Unit Conversions
Cluster ID: CCSS.MATH.CONTENT.5.MD.A
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Multi-Step Metric Conversions
Lesson Order: 118.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+6
Standard Description: Perform multi-step metric conversions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Problem can be about length, mass, volume, and other quantities
- Each problem should be a multi-step problems involving metric unit conversions like (Example 1: Instead of having a cake, Mona wants to make ice cream sundaes at her next birthday party. She thinks each person will eat 200 milliliters of ice cream, and there will be 24 people at her party. How many liters of ice cream should she buy? or Example 2:Mona's science class is competing to see who can build the tallest tower. Each group of students gets 10 newspapers and 2 meters of tape. Mona's group decides to roll up each of their newspapers. Then, they tape each roll with 125 millimeters of tape. How many meters of tape do they have left? or Example 3 - Mona made trail mix for her next hiking club meeting. She mixed 1 kilogram of peanuts, 1 kilogram of raisins, and 0.5 kilograms of chocolate chips. Her little brother asked her for a snack, so she gave him 100 grams of the trail mix. Then, she portioned out the rest for her meeting. If Mona split the remaining trail mix evenly among 20 snack bags, how many grams of trail mix did she put in each bag?)
- The problems should contains atleast three statement, where first statement should provide context and other statments are about the problem and last statement is about what is expected as output.
- Metric measurements can be whole numbers or decimals.
- Decimals up to tenths are allowed

Common Misconceptions:
* - Assumes units cancel without verifying proper conversion sequence in multi-step problems.
* - Confuses metric conversion factors, mistakenly multiplying instead of dividing by 1000.
* - Ignores re-evaluating decimals when converting between milliliters and liters.
* - Misapplies two-step operations by combining conversion and multiplication into one step.

Difficulty Definitions:
* Easy:
  - Real world two‑step problem with exactly one unit conversion.
* Medium:
  - Real‑world, three‑step problem with only one step requires unit conversion.
* Hard:
  - Real‑world multi step problem(more than 3) that requires multiple unit conversions.
  - Uses decimals

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 10
Unit Name: Unit Conversions
Cluster ID: CCSS.MATH.CONTENT.5.MD.A
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Multi-Step Conversions
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+7
Standard Description: Solve multi-step problems involving converting among different-sized standard measurement units within a given measurement system.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a multi-step geometric measurement problem that requires converting customary units before calculating something (e.g. perimeter, area, volume, etc)
* Solve a multi-step geometric measurement problem that requires converting metric units before calculating something (e.g. perimeter, area, volume, etc)

Assessment Boundaries:
* - Problems may use customary or metric systems, but cannot mix systems. 
- Two-step problems
- Metric measurements can be whole numbers or decimals.
- Customary measurements may be whole numbers of fractions.
- Fractions limited to halves, quarters, or eighths.
- If the answer is a fraction, it should be given in lowest terms.

Common Misconceptions:
* - Students multiply instead of divide when converting from larger units to smaller units, such as converting 5 feet to inches by calculating 5 × 12 = 60 instead of recognizing that 5 feet already equals 60 inches
* Students confuse conversion factors and use incorrect ratios, such as thinking there are 10 milliliters in 1 liter instead of 1,000 milliliters in 1 liter
* Students forget to convert units before performing calculations in multi-step problems, leading to incorrect arithmetic with mismatched units like adding 2 cups directly to 1 pint without converting to the same unit first
* Students lose track of which unit the final answer should be expressed in and provide answers in the wrong unit, such as giving an answer in ounces when the problem asks for pounds

Difficulty Definitions:
* Easy:
  - Abstract, two‑step problem with exactly one unit conversion followed by one arithmetic operation, never set in a real‑world context.
* Medium:
  - Real‑world, two‑step problem with exactly one unit conversion followed by one arithmetic operation.
* Hard:
  - Real‑world problem that requires multiple unit conversions.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 11
Unit Name: Line Plots
Cluster ID: CCSS.MATH.CONTENT.5.MD.B
Cluster Name: Represent and interpret data.
Lesson Name: Line Plot of Fractional Measurements
Lesson Order: 119.0
Standard ID: CCSS.MATH.CONTENT.5.MD.B.2+1
Standard Description: Make a line plot to display a data set of measurements in fractions of a unit.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the process of creating a line plot from a data set, emphasizing the significance of choosing the correct fractional intervals for accuracy.

Assessment Boundaries:
* - Data sets with measurements in ½, ¼, or ⅛ units.
- No mixed numbers beyond two whole units 
- No decimals as answers

Common Misconceptions:
* Assume smaller denominators mean smaller values (thinking 1/8 < 1/4 < 1/2 means “subtract” or “divide” when redistributing) without first estimating whether the overall result should increase or decrease, which leads to reversing operations
* Combine fractional measurements straight across (e.g., 3/4 + 1/2 = 4/6) instead of finding common denominators, leading to wrong totals when adding lengths or volumes from the plot
* Interpret each X on the plot as one unit of length or volume rather than one data point, so totals, means, or redistributions are calculated far too large
* Misplace fraction tick marks on the line plot by treating 1/2, 1/4, and 1/8 as evenly spaced whole-number steps, causing unequal intervals and distorted data display

Difficulty Definitions:
* Easy:
  - Data sets contain 4-6 measurements
  - Scale includes halves
* Medium:
  - Data sets contain 6-8 measurements  
  - Scale includes quarters and halves
* Hard:
  - Data sets contain 8-10 measurements
  - Measurements include mixed numbers up to 2

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 11
Unit Name: Line Plots
Cluster ID: CCSS.MATH.CONTENT.5.MD.B
Cluster Name: Represent and interpret data.
Lesson Name: Operations on Fractions in Line Plots
Lesson Order: 119.0
Standard ID: CCSS.MATH.CONTENT.5.MD.B.2+2
Standard Description: Use operations on fractions for this grade to solve problems involving information presented in line plots.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.A+1
Cluster Name: Convert like measurement units within a given measurement system.
Lesson Name: Compare and Apply Cubic Units
Lesson Order: 124.0
Standard ID: CCSS.MATH.CONTENT.5.MD.A.1+4
Standard Description: Compare and apply cubic units.

Key Concepts:
*None specified*

Learning Objectives:
* Choose which volume unit is better for measuring the volume of an object
* Convert whole-number or decimal measurement from centimeters to kilometers
* Convert whole-number or decimal measurement from centimeters to meters
* Convert whole-number or decimal measurement from kilometers to centimeters
* Convert whole-number or decimal measurement from kilometers to meters
* Convert whole-number or decimal measurement from meters to centimeters

Assessment Boundaries:
* - Question stem must ONLY be "Which volume unit is smaller?" or "Which volume unit is larger?" or "Which unit is better for measuring the volume of a {real world object}?"
- Only cubic units
- Units include cubic foot, cubic  meter, cubic  centimeter, cubic  inch, cubic mile, cubic yard, cubic millimeter, cubic kilometer
- NEVER abbreviate a unit
- If real world are given they need to make proper sense to meaasure volume.
* - Question stem must ONLY be "Which volume unit is smaller?" or "Which volume unit is larger?" or "Which unit is better for measuring the volume of a {real world object}?"
- Only cubic units.
- Units include cubic foot, cubic  meter, cubic  centimeter, cubic  inch, cubic mile, cubic yard, cubic millimeter, cubic kilometer
- NEVER abbreviate a unit
- If real world are given they need to make proper sense to meaasure volume.

Common Misconceptions:
* - Assumes larger linear units produce larger cubic volumes without proper conversion.
* - Confuses individual unit length with overall cubic volume measures.
* - Ignores that volume conversion requires cubing the unit differences.
* - Misapplies linear conversion factors to determine cubic unit sizes.

Difficulty Definitions:
* Easy:
  - Choose which volume unit is bigger/smaller
* Medium:
  - N/A
* Hard:
  - N/a

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.3.A
Standard Description: A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.3.B
Standard Description: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Volume of Rectangular Prisms Made of Unit Cubes I
Lesson Order: 127.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.3.B+1
Standard Description: Determine the volume of rectangular prisms made of unit cubes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Only right rectangular prisms made of unit cubes.
- Graphics include unit cube 
- Use term "cubic units" only.
- No real world units (i.e. cubic centimeters, cubic feet, cubix inches, etc) 
- No exponential units (e.g. unit^3)
- Must include image of unit cube arrangement
- Side length of prism up to 5 units only
* - Question Stem: **“What is the volume of this object?”** (single integer answer) → **cubic units** label shown after the box.
- Math: students should count cubes or use **V = l × w × h**.
- Input: integer only (no fractions/decimals/expressions)

Common Misconceptions:
* Adds dimensions (length + width + height) instead of multiplying for volume.
* Counts only the top-face cubes, forgetting multiple layers make the volume.
* Ignores hidden cubes and counts only the cubes visible in the drawing.
* Uses base perimeter times height rather than base area times height.

Difficulty Definitions:
* Easy:
  - shape is exactly 1 unit cube thick (i.e one dimension = 1; other two dimensions can be ≥ 1)
* Medium:
  - **Layer rule:** **single layer** (height = 1).
  - **Volume:** **< 20** cubes → **10–19**.
  - **Skill focus:** larger top arrays; counting or l×w (h=1).
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Volume of Rectangular Prisms Made of Unit Cubes II
Lesson Order: 128.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.3.B+2
Standard Description: Calculate the volume of rectangular prisms made of unit cubes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Volume with Unit Cubes
Lesson Order: 126.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.4+1
Standard Description: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Key Concepts:
*None specified*

Learning Objectives:
* Identify and describe real-world objects that have a specific volume measured in cubic centimeters.

Assessment Boundaries:
* - Must use custom as well as preset modes of the stimulus.
-  Stem must be "What is the volume of this object?" \n ____ cubic units
- Labels Must include cubic units only
- No abbreviated units
- Volume of the figure should always be >=3.

Common Misconceptions:
* Assuming that multiplying any two side lengths gives volume and overlooking the third dimension altogether
* Forgetting interior or bottom‐layer cubes and therefore undercounting the number of unit cubes needed
* Recording answers in linear or square units (cm or cm²) rather than cubic units (cm³)
* Treating volume like area by counting only the visible squares on one face instead of the total cubes filling the space

Difficulty Definitions:
* Easy:
  - All unit cubes are clearly visible in the image
  - The number of cubes per image are < 10
  - Uses units as cubic units only
  - No real-world context
* Medium:
  - All unit cubes are clearly visible in the image
  - The number of cubes per image are between 10 and 20.
  - Uses units as cubic units only
  - No real-world context
* Hard:
  - Some unit cubes may be partially hidden but structure is clear
  - The number of cubes per image are between 20 and 30.
  - Uses units as cubic units only
  - No real-world context

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.4+2
Standard Description: Measure volumes by counting unit cubes using cubic in.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.4+3
Standard Description: Measure volumes by counting unit cubes using cubic ft.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.4+4
Standard Description: Measure volumes by counting unit cubes using improvised units.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Volume of Rectangular Prisms Word Problems
Lesson Order: 130.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.A+1
Standard Description: Solve word problems involving the volume of rectangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Use the right rectangular prism volume relationship V = B × h only.

- Whole-number values only (base area / layers per bottom, height / layers). No fractions, decimals, or negatives.

- Base area is presented implicitly as “N cubes in one layer” (or equivalent real-world items). Do not state “base area is X square units” explicitly in the stem.
- Real-world context only.
- Units spelled out (cubic inches/feet/centimeters/meters). No abbreviations (cm3, m3, ft³, cu. ft, etc.)
- Digits, not words for numbers (e.g., 4 layers, not “Four layers”).

- After every <blank> include a noun/units (e.g., <blank> cubic feet, <blank> boxes).

- Questions should exactly be in below format changing names, numbers, units etc.

Easy Difficulty:
"1) Kiera's art box is shaped like a rectangular prism with a height of 3 inches. She fills the bottom of the box with a layer of 35 cube-shaped paint sponges. Each sponge has a volume of one cubic inch. What is the volume of the art box? <br/> [blank] cubic inches
2)Alexandra wants to bring treats for her horse to take on a trail ride. So, she packs sugar cubes in a container shaped like a rectangular prism. Each sugar cube's volume is one cubic centimeter. She fills the bottom of her container with a layer of 16 cubes. The container is 20 centimeters tall. What is its volume? <br/> [blank] cubic centimeters
3) Linda hauls cube-shaped boxes in the trunk of her car. The boxes each have a volume of one cubic foot. The trunk is shaped like a rectangular prism. The floor of the trunk can be completely covered by a layer of 6 boxes. If 2 layers of boxes could fill the whole trunk, what is the trunk's volume? <br/> [blank] cubic feet
4) In northern Minnesota, an ice sculpting company cuts cubes of ice from frozen lakes and shapes them into ice sculptures. Each ice cube has a volume of 1 cubic meter, and they are packed in a trailer shaped like a rectangular prism for transport. The bottom of the trailer can be filled with a layer of 9 ice cubes. If 2 layers will fill the whole trailer, what is its volume? <br/> [blank] cubic meters
5) Dominic sells and ships his award-winning fudge to customers all over the U.S. He is packing individually-wrapped cubes of fudge into a box shaped like a rectangular prism. Each fudge cube has a volume of one cubic inch. He places 24 cubes in the first layer, which fills the bottom of the box. The height of the box is 5 inches. What is the box's volume? <br/> [blank] cubic inches
6) As a business woman, Ashley travels frequently and likes to use packing cubes to keep her suitcase organized. One packing cube has a volume of one cubic foot. She fills the bottom of her oversized suitcase with 2 packing cubes. The height of her suitcase is 3 feet, and it is shaped like a rectangular prism. What is the volume of her suitcase? <br/> [blank] cubic feet
7) Eli uses his garage to store the boxes he ships to customers from his online business. Each box is a cube and has a volume of one cubic foot. His garage is shaped like a rectangular prism and has a height of 7 feet. The floor of his garage is completely covered with a layer of 200 boxes. What is the volume of his garage?  <br/> [blank] cubic feet
8) Terrell loves to use chicken-flavored seasoning cubes when he cooks. Each cube has a volume of one cubic centimeter. Terrell stores the cubes in a plastic container shaped like a rectangular prism with a height of 5 centimeters. The bottom of the container can be completely covered by a layer of 40 cubes. What is the volume of the entire container? <br/> [blank] cubic centimeters
9) Tony helps his little brother put away their wooden blocks into a toy box. The toy box is shaped like a rectangular prism and has a height of 12 inches. Each block is a cube with a volume of one cubic inch. The bottom of the box can be completely covered by a layer of 30 blocks. What is the volume of the box? <br/> [blank] cubic inches
10) Bryan placed his plastic measuring blocks in a box that is shaped like a rectangular prism. The blocks are shaped like cubes, and each block has a volume of one cubic inch. Bryan completely covered the bottom of the box with a layer of 42 blocks. What is the volume of the box if 5 layers of blocks will fill it entirely? <br/> [blank] cubic inches"
Medium Difficulty:
"11) Malia places sugar cubes into a plastic container to take to a tea party. Each sugar cube has a volume of one cubic centimeter. The container is shaped like a rectangular prism with a volume of 120 cubic centimeters. The bottom of the container can be completely covered by a layer of 40 sugar cubes. How many layers could fill the entire container? <br/> [blank] layers
12) Layla makes necklaces out of cube-shaped beads. Each bead has a volume of one cubic centimeter. She keeps the beads in a jewelry box that is shaped like a rectangular prism. The jewelry box has a height of 6 centimeters. The bottom of the jewelry box can be completely covered by a layer of 60 beads. What is the volume of the jewelry box? <br/> [blank] cubic centimeters
13) Dillon bought some dice in a box shaped like a rectangular prism. Each of the cube-shaped dice has a volume of 1 cubic centimeter. He can see that the top of the box is filled with a layer of 30 dice. If the volume of the box is 180 cubic centimeters, how tall is it? <br/> [blank] centimeters
14) Anita works at a museum shop that sells paperweights shaped like one-inch cubes. She stacked the paperweights into a box shaped like a rectangular prism. Anita filled the bottom of the box with a layer of 18 paperweights. If the height of the box is 4 inches, what is its volume? <br/> [blank] cubic inches
15) Mitch's Movers, a moving company, uses cube-shaped packing boxes that each have a volume of one cubic meter. The movers pack the boxes into trucks shaped like rectangular prisms. They can cover the floor of a truck entirely with a layer of 18 boxes. If the height of a truck is 3 meters, how many boxes will fill an entire truck? <br/> [blank] boxes
16) Vincent's grandma gave him cube-shaped boxes full of old family photos. Each box has a volume of one cubic foot. Vincent decides to store them for safe-keeping in a cedar chest shaped like a rectangular prism. The bottom of the cedar chest can be completely covered by a layer of 6 boxes. The entire cedar chest can be filled with 3 layers of boxes. What is the volume of the cedar chest? <br/> [blank] cubic feet
17)Linda hauls cube-shaped boxes in the trunk of her car. The boxes each have a volume of one cubic foot. The trunk is shaped like a rectangular prism. The floor of the trunk can be completely covered by a layer of 6 boxes. If 2 layers of boxes could fill the whole trunk, what is the trunk's volume? <br/> [blank] cubic feet
18) Kiera's art box is shaped like a rectangular prism with a height of 3 inches. She fills the bottom of the box with a layer of 35 cube-shaped paint sponges. Each sponge has a volume of one cubic inch. What is the volume of the art box? <br/> [blank] cubic inches
19)Ellen works at an orchard picking apples. She puts them in cube-shaped crates that each have a volume of one cubic foot. She then stacks them into a bin that is shaped like a rectangular prism. The bottom of the bin can be completely covered by a layer of 12 crates. If the bin is 3 feet tall, what is its volume? <br/> [blank] cubic feet
20)A disaster relief group is shipping cases of water bottles to an area that needs supplies. Each case is cube-shaped and has a volume of one cubic meter. These cases are stacked in a trailer that is shaped like a rectangular prism. The floor of the trailer can be completely covered by a layer of 24 cases. If 4 layers of cases will fill the entire trailer, what is the trailer's volume? <br/> [blank] cubic meters"

Common Misconceptions:
* Adds base area and height instead of multiplying to find volume.
* Confuses base area with perimeter, using (l + w) × h for volume.
* Multiplies total cubes by cubes-per-layer instead of dividing to find height.
* Treats base area as one side length, effectively ignoring one dimension.

Difficulty Definitions:
* Easy:
  - Both quantities (bottom-layer count, height/layers) are single-digit.
  - Direct application of V = b × h formula with no missing values
* Medium:
  - At least one quantity is two-digit.
  - May invert V = B × h to solve for layers/height or base area. 
  - Still whole-number arithmetic; one-step reasoning.
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.A+2
Standard Description: Show that the volume of a right rectangular prism found by packing with unit cubes is equivalent to multiplying the edge lengths.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.A+3
Standard Description: Show that multiplying the height by the area of the base to find the volume of a right rectangular prism is equivalent to packing with unit cubes and multiplying side lengths.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.A+4
Standard Description: Represent threefold whole-number products as volumes to demonstrate the associative property of multiplication.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Volume of Cubes and Rectangular Prisms
Lesson Order: 125.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.B+1
Standard Description: Calculate the volume of cubes and rectangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Side lengths up to single digits only
- No word problems when Image is given
- Word problems when Image is not given
- Whole numbers only, no fractions, no decimals.
- All units in lower case.
- Always add units beside the blanks in full form , no abbreviations( Ex: Each side of a cube is 10 feet long. What is the volume of the cube? /n ______ cubic feet) 
- If image is given Question Stem should exactly be "What is the volume?".

Common Misconceptions:
* - Ignores height; computes l × w only, giving area instead of volume.
* - Misapplies surface area formula 2lw + 2lh + 2wh for prism volume.
* - Misinterprets b in V = b × h as base side length, not area.
* - Squares the cube’s edge length (s^2) instead of cubing it (s^3).

Difficulty Definitions:
* Easy:
  - Image is given
  - All side lengths are ≤ 10
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Expressions for the Volume of Rectangular Prisms
Lesson Order: 129.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.B+2
Standard Description: Apply the formula V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in mathematical problems.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate volume of a right rectangular prism from given whole-number base area and height

Assessment Boundaries:
* - Limited to finding the volume of right rectangular prisms (including cubes) with whole-number edge lengths only. 
- Volume must be calculated using the formulas V=b×h or v=lxwxh, where all dimensions are given as whole numbers. 
- Shape must always be a right rectangular prism (no irregular or composite solids). 
- No fractional, decimal, or negative edge lengths are allowed. all but one whole-number dimension and asks for the missing value. 
- No real-world context. 
- Never have more than 1 prism showing.    
- For MCQ questions only 2 options should be provided as expressions and the stem should be "This rectangular prism is made of unit cubes. Which expression shows the volume of the prism?"
- For Text Entry questions the stem should be "This rectangular prism is made of unit cubes. What is the volume of the prism? <br/> [blank] cubic units."
- MCQ otpions for v= l x w x h questions MUST always have 3 numbers in the expressions in both options (Ex: 6 x 5 x 3, 3 x 6 x 5)
- MCQ otpions for v= B x h questions MUST always have 2 numbers in the expressions in both options (Ex: 30 x 3 , 3 x 30)

Common Misconceptions:
* Adds all three dimensions instead of multiplying them to find volume.
* Confuses the base area expression with the final volume value.
* Counts only visible unit cubes in a diagram, ignoring hidden cubes inside.
* Multiplies only two dimensions, omitting the third dimension from the calculation.

Difficulty Definitions:
* Easy:
  - Direct application of V = l x w × h formula.
  - Image is provided.
  - Must not claculate the volume , just choose the correct expression from the given choices.
  - Only two options must be provided in the format l x w x h
  - Question stem MUST be "This rectangular prism is made of unit cubes. Which expression shows the volume of the prism?"
  - MCQ otpions MUST always have 3 numbers in the expressions in both options (Ex: 6 x 5 x 3, 3 x 6 x 5)
* Medium:
  - Direct application of V = B × h formula with no missing values
  - Image is provided.
  - Must not claculate the volume , just choose the correct expression from the given choices.
  - Only two options must be provided in the format B x h
  - Question stem MUST be "This rectangular prism is made of unit cubes. Which expression shows the volume of the prism?"
  - MCQ otpions MUST always have 2 numbers in the expressions in both options (Ex: 6 x 5 x 3, 3 x 6 x 5)
* Hard:
  - Direct application of V = B × h or V = l x w x h formulas with no missing values
  - Image is provided.
  - Must claculate the volume of the figure and write in the blank provided.
  - Question stem MUST be "This rectangular prism is made of unit cubes. What is the volume of the prism? <br/> _______ cubic units."

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.B+3
Standard Description: Apply the formulas V = l × w × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving mathematical problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Rectangular Prism Volume Word Problems
Lesson Order: 131.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.B+4
Standard Description: Apply the formulas V = b × h or V = l × w × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Never use abbreviated units (cm3,ft2 etc.).
- Must always use units in full form and in lower case.(cubic centimeter, cubic inch etc.)
- Question should include real word context Ex: fictional people doing fictional stuff using some fictional item and we have to find volume of that item etc. etc. 
- Never use questions like what is volume, what is base area etc., questions need to be true real world context, Use Examples like below, like a story.  
"Ariel goes on a cave tour with her family. She spots a mysterious crystal that is shaped like a cube. The crystal has edge lengths of 5 centimeters. What is the volume of the crystal?"
"Darren's family is moving across town. They are busy packing their furniture into a moving van. The storage space in the moving van is shaped like a rectangular prism. It has a floor area of 14 square meters and a height of 2 meters. What is the volume of the moving van's storage space?"
"Olive's Pizza Kitchen has a new oven that is shaped like a rectangular prism. Inside, the oven is 5 feet wide and 5 feet deep so it can bake their super large pizzas. It is also 3 feet high. What is the oven's volume?"
"Ms. Flair teaches art. She keeps her paintbrushes in a crate that is shaped like a cube. The crate measures 10 inches on each side. What is the volume of Ms. Flair's crate?"
"Scott's laundry basket has a rectangular base with an area of 200 square inches. The basket has a height of 24 inches and it is full of clothes. What is the volume of Scott's laundry basket?"
"Bridget has a part-time job wrapping gifts at a department store. A customer comes in and asks her to wrap a box. Whatever is inside that box feels like it weighs 50 pounds! The box is shaped like a cube that is 20 inches long on each side. What is the volume of the box?'

Common Misconceptions:
* Giving answers in linear or square units (cm or cm²) rather than cubic units because they view volume as a two-dimensional measure
* Interpreting b in V = b × h as a single side length, so they multiply that one length by height instead of first finding the base area
* Multiplying edge lengths that are expressed in different units (e.g., cm × cm × m) without converting them to a common unit
* Thinking volume can be found by adding the three edge lengths, using a formula like V = L + W + H

Difficulty Definitions:
* Easy:
  - One clean computation; 
  - Either three explicit dimensions or base area × height or single side for a cube. 
  - Very little/no relationships to compute first. 
  - Numbers are comfortable.
  - May involve direct application of V = l × w × h formula to solve for volume.
  - May involve direct application of V = b × h formula to solve for volume.
  - Dimensions are single digit numericals.
  - Real-world contexts are straightforward with clear dimensional relationships
  - Question Rigor should be like below, real world word problems
Examples: 
1. Stir-fry is Khalil's favorite food to cook, but it always makes a lot of smoke! Khalil needs to know the volume of his kitchen so he can buy a fan that is the right size. Khalil's kitchen has a floor area of 25 square feet. The height of the ceiling is 8 feet. What is the volume of Khalil's kitchen? ____ cubic feet
 2.In Eliana's favorite video game, players stack blocks to create buildings. Eliana builds a fort shaped like a cube. Eliana's fort has a length, width, and height of 9 meters. What is the volume of Eliana's fort? ___ cubic meters
 3.Pyrite is also called fool's gold because it is often mistaken for gold. Vincent finds a pyrite crystal that is shaped like a cube and measures 4 millimeters on each side. What is the volume of the pyrite crystal? ___ cubic millimeters
* Medium:
  - Still straight multiplication, but mixes forms (square base then height, or three dimensions) and slightly larger numbers or repeated cube case.
  - At least one dimension is a two-digit number (area of the base, height)
  - May use indirect application of formuala V = b × h formula driectly . Can give V abd B and ask for height, V and H and ask for Base.
* Hard:
  - Requires a pre-step (e.g., compute a missing dimension from a relationship like “one-third of,” “4 less than,” or “twice”), OR larger numbers, OR “front area × length” style. 
  - Occasional irrelevant info is fine as long as it doesn’t change the math.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Area, Perimeter and Volume Word Problems
Lesson Order: 135.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.B+5
Standard Description: Solve area, perimeter, and volume word problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Limited to finding the area, perimeter of rectangles (including sqaures) and volume of right rectangular prisms (including cubes) with whole-number edge lengths only. 
- Must ensure the answer always is limited to area,perimeter,volume. 
- Finding length and width based on area/perimeter/volume is strictly out of scope.
- Volume must be calculated using the formulas V=b×h or V=lxbxh, where all dimensions are given as whole numbers.   
- For volume shape must always be a right rectangular prism (no irregular or composite solids). 
- For area/perimeter shape must always be a rectangule/square (no irregular or composite shapes). 
- No fractional, decimal, or negative edge lengths are allowed. all but one whole-number dimension and asks for the missing value. 
- Only real-world context. 
- Real world units (cubic inches, cubic meters etc.)
- The question prompt must require the student to identify the values for the dimensions (length, width, height, or base area) from the context. It must not state the complete numerical expression for the student (e.g., avoid prompts like "Complete the equation: 8 × 5 × 3 = __").
- Never have more than 1 prism or 1 rectangle.

Common Misconceptions:
* Computes perimeter as l + w, not 2(l + w).
* Finds missing prism dimension by subtracting from volume instead of dividing.
* Ignores height and computes volume as l × w only.
* Misapplies perimeter formula 2(l + w) when asked for area.

Difficulty Definitions:
* Easy:
  - Direct measures given; single-step plug-in (2D only).
  - Tasks: rectangle perimeter (2(l+w)), square perimeter (4s), square area (s^2).
  - No extraction from text; no missing/derived values.
  - Light arithmetic: add-then-double or one small multiplication; no two-digit×two-digit.
* Medium:
  - 1–2 steps with measures given directly.
  - Includes 3D volume when it’s just (l\times w\times h) or base area × height.
  - Moderate arithmetic: one- or two-digit × one-digit (or small two-digit factors); minimal text.
* Hard:
  - Multi-step or inverse problems (e.g., perimeter → find side, then compute).
  - Extraction needed from a longer story (choose the right numbers before computing).
  - Heavier arithmetic: two-digit×two-digit, large sums/doubles, or big (s^2) (e.g., (27^2)).
  - 3D with larger factors or base-area-then-height when numbers are big or context is verbose.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Composite Volume I
Lesson Order: 132.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.C+1
Standard Description: Solve mathematicall problems for composite volume of two rectangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Determine total volume of a composite figure when both prisms are described by three whole-number edge lengths
* Determine total volume of a composite figure when one prism is described by three edge lengths and the other by a pre-given volume
* Determine total volume of a composite figure when the volumes of both prisms are pre-given
* Find the volume of an unknown prism in a composite figure given the composite volume and the volume of the other prism

Assessment Boundaries:
* - Requires an image of a composite  figure made up of 2 rectangular prisms with whole-number edge lengths only.
- Volume must be calculated using the formulas V=l×w×h where all dimensions are given or can be inferred.
-  No fractional, decimal, or negative edge lengths are allowed.
- No real-world context.
- Use real-world units in full form (cubic inches,cubic yards etc.)
- Question stem must be "What is the volume of this figure? <br/[blank] cubic [units]."

Common Misconceptions:
* Believing that you add the corresponding edge lengths of the two prisms first and then apply V = l × w × h to those summed dimensions
* Mixing units (e.g., one prism measured in centimeters and the other in meters) and adding the numerical volumes without converting to like units
* Multiplying the two individual prism volumes together instead of adding them to find the total volume
* Stating the final answer in square units because the student confuses the area of a face with the volume of the entire solid

Difficulty Definitions:
* Easy:
  - All dimensions labeled; no inference.
  - Requires the use of the formula.
  - The division of two distinct prisms is obvious from the image.
  - Composed of 2 rectangular prisms with uniform depth.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Composite Volume Word Problems
Lesson Order: 132.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.C+2
Standard Description: Solve real-world problems for composite volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.MD.C
Cluster Name: Geometric measurement: understand concepts of volume.
Lesson Name: Composite Volumes II
Lesson Order: 133.0
Standard ID: CCSS.MATH.CONTENT.5.MD.C.5.C+3
Standard Description: Solve mathematicall problems for composite volume of three rectangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Determine total volume of a composite figure when the volumes of all three prisms are pre-given
* Determine total volume of a composite figure when two prisms are described by three edge lengths and the third by a pre-given volume
* Find the volume of an unknown prism in a composite figure given the composite volume and the volume of the other two prisms

Assessment Boundaries:
* - Requires an image of a composite 3D figure made up of exactly 3 rectangular prisms (including cubes) with whole-number edge lengths only.
- Volume must be calculated using the formulas V=l×w×h or V=b×h, where all dimensions.
- No fractional, decimal, or negative edge lengths are allowed.
- No real world context.
- Use real-world units in full form (cubic inches,cubic yards etc.).
- Question stem must be "What is the volume of this figure? <br/[blank] cubic [units]."

Common Misconceptions:
* Adds l + w + h for a prism instead of multiplying l×w×h.
* Misapplies V = b×h by taking b as a side length, not area.
* Treats the composite as one prism using overall length, width, and height.
* Uses a total dimension for a sub-prism's l, w, or h, causing overcount.

Difficulty Definitions:
* Easy:
  - The dimensiosns of all prisms is given.
  - Composed of 3 prisms.
* Medium:
  - Composed of 3 prisms.
  - Atleasy one dimesion is missed which can be inferred from the shapes.
* Hard:
  -N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+2
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Area of Rectangles with Fractional Sides
Lesson Order: 121.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.B+1
Standard Description: Calculate the area of rectangles with fractional sides.

Key Concepts:
*None specified*

Learning Objectives:
* Find the area of the shaded rectangle

Assessment Boundaries:
* - Fractions must be less than 1 and have denominators ≤ 10.
- No word problems.
- Proper fractions only
- Question stem must always be "This model shows a unit square divided into smaller square tiles.
Find the area of the shaded rectangle by multiplying its length and width. Fill in the equation.<br/>Enter each blank as a fraction (numerator/denominator). Do not simplify your answers."
- No Image should be part of the question stem
- For stimulus description always set ""show_unit_labels"" to true
- Exactly 3 blanks where student has to enter complete fractions including numerator and denominator. 
- Only fractions allowed ex: 1/3,2/3 ,8/1
- Whole numbers not allowed ex: 1,2,8 
- Answers Must not be simplified LHS should only contain the fractions from the image and RHS the product of the fractions on LHS without further simplification
- The answers should never be simplified. (Ex: 2/3 x 3/5 =6/15 only)
- Exactly two possible answer sets only. (Ex: 2/3 x 3/5 = 6/15 , 3/5 x 2/3 = 6/15 both are correct but 2/3 x 3/5 = 2/5 , 3/5 x 2/3 = 2/5 these are wrong, so poosible answers-> [{2/3 x 3/5 = 6/15},{3/5 x 2/3 = 6/15}] only)
- At max two possible answers per question where the LHS can be interchangagle that's all (Ex: 2/3 x 3/5 = 6/15 , 3/5 x 2/3 = 6/15 both are correct)"

Common Misconceptions:
* Adds numerators and denominators instead of multiplying them separately
* Confuses area formula with perimeter by adding fractions instead
* Multiplies only numerators while keeping one original denominator unchanged
* Treats denominator product as addition when finding area denominator

Difficulty Definitions:
* Easy:
  - Both denominators ≤ 5
* Medium:
  - One denominator is > 5 and ≤ 10
* Hard:
  - Both denominators > 5 and ≤ 10

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+2
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Fractions to Find Area
Lesson Order: 122.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.B+2
Standard Description: Multiply fractional side lengths to find areas of rectangles.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the area of a rectangle with non-unit proper fraction side lengths by counting unit fraction squares in a provided tiling diagram
* Determine the area of a rectangle with unit fraction side lengths by counting unit fraction squares in a provided tiling diagram
* Multiply a unit fraction by a non-unit proper fraction (denominators ≤ 10) to find the rectangle’s area in simplest form
* Multiply two non-unit proper fractions (denominators ≤ 10) to find the rectangle’s area in simplest form
* Multiply two unit fractions (denominators ≤ 10) to find the rectangle’s area in simplest form
* Multiply two unit fractions (denominators ≤ 15 and numerator > 1) to find the rectangle’s area

Assessment Boundaries:
* - Answers can be simplified (p/q) or whole numbers one at a time.
- Fractions must be less than 1, (p/q < 1) and have numerators >1 and < 5  (1<p<5) and have denominators ≤ 12, (q≤ 12).
- Quesion stem should exactly be "What is the area of the rectangle? <br/>Enter the blank as a fraction (numerator/denominator). Do not simplify your answers. <br/> [blank] square [units]."
- Always include Square units beside the blanks (square inches, square feet etc.) and only in full form, abbreviations not allowed.
- Do not provide img tags in the question stem.

Common Misconceptions:
* Assuming that multiplying two fractional side lengths will always give an area greater than either side length because “multiplication makes numbers bigger” \n\n—\n\n Using different shapes or unit sizes for the two side fractions (e.g., circle thirds with rectangle fourths), so the unit squares do not align and the area count is wrong \n\n—\n\n Believing the only way to create the grid is to multiply the denominators, leading to oversized grids and missed simpler equivalent partitions \n\n—\n\n Treating each side fraction as part of a different‐sized whole, resulting in incompatible side lengths and an incorrect area model
* Believing the only way to create the grid is to multiply the denominators, leading to oversized grids and missed simpler equivalent partitions
* Treating each side fraction as part of a different‐sized whole, resulting in incompatible side lengths and an incorrect area model
* Using different shapes or unit sizes for the two side fractions (e.g., circle thirds with rectangle fourths), so the unit squares do not align and the area count is wrong

Difficulty Definitions:
* Easy:
  - Multiply two unit fractions (denominators ≤ 7 and numerator>1) to find rectangle area 
  - Visual rectangle model is provided showing the fractions 
  - Fractions in the image always <1
* Medium:
  - Multiply two unit fractions (denominators > 5 and <12 and and numerator>1) to find rectangle area 
  - Visual rectangle model is provided showing the fractions 
  - Fractions in the image always <1
* Hard:
  -N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 12
Unit Name: Area and Volume
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+2
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Area of Rectangles with Fractions and Mixed Numbers
Lesson Order: 123.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.B+3
Standard Description: Calculate the area of rectangles with fractions and mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Justify the product of fractional side lengths representing area through verbal or written explanation.
* Multiply one proper fraction and one mixed number to find the rectangle’s area in simplified p/q form or whole number or mixed number(a b/c)

Assessment Boundaries:
* - proper fractions only  
- One mixed fraction and one proper fraction only per image.
- If fractions in p/q form, numeratore shuould be <=8 and denominators <= 12 and p/q<1
- If mixed numbers in form a b/c , where a b and all <=10
- Answers can be simplified (p/q) or whole numbers or mixed numbers, all should be supported (no decimals).
Ex: ["20/18" , "1 2/18", "10/9", "1 1/9"] all are supported when given fractions are ["1 2/3", "4/6"]
- If answer is a mixed number should be written as a b/c (a [space] b/c)
- Quesion stem should exactly be "What is the area of the rectangle? <br/><br/>Enter the answer as a fraction, a mixed number, or a whole number.<br/> [blank] square [units]"
- Always include square units beside the blanks (square inches, square feet etc.) and only in full form, abbreviations not allowed.

Common Misconceptions:
* Assuming that multiplying two fractional side lengths will always give an area greater than either side length because “multiplication makes numbers bigger” \n\n—\n\n Using different shapes or unit sizes for the two side fractions (e.g., circle thirds with rectangle fourths), so the unit squares do not align and the area count is wrong \n\n—\n\n Believing the only way to create the grid is to multiply the denominators, leading to oversized grids and missed simpler equivalent partitions \n\n—\n\n Treating each side fraction as part of a different‐sized whole, resulting in incompatible side lengths and an incorrect area model
* Believing the only way to create the grid is to multiply the denominators, leading to oversized grids and missed simpler equivalent partitions
* Treating each side fraction as part of a different‐sized whole, resulting in incompatible side lengths and an incorrect area model
* Using different shapes or unit sizes for the two side fractions (e.g., circle thirds with rectangle fourths), so the unit squares do not align and the area count is wrong

Difficulty Definitions:
* Easy:
  - Multiply one mixed number (denominators ≤ 5) and one proper fraction (numertor and denominator <=12) to find rectangle area 
  - Visual rectangle model is provided showing the fractions
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: *None specified*
Lesson Order: 1140.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3
Standard Description: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Relationships Between Quadrilaterals
Lesson Order: 138.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3+1
Standard Description: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Only use quadrilaterals.
- Shape names should include: quadrilateral, rhombus, parallelogram, trapezoid, rectangle, square only
- Use the inclusive definition for trapezoid, defining it as having at least one pair of parallel sides.
- There are two competing definitions for trapezoids: one that requires exactly one pair of parallel sides, and another that requires at least one pair of parallel sides (using this definition, parallelograms are trapezoids). Some students are taught one definition, while others are taught the other. Thus, items that require the student to choose a definition in order to arrive at the correct answer should be avoided.
- If the stem is in the pattern "Is <Shape A> ***always*** a <Shape B>" and includes the words always/sometimes/never, then the options must only include yes and no in lower case.
- If the stem is in the pattern "A <Shape A> is ____ a <Shape B>." and does not include the words always/sometimes/never or has a blank, then the options must only include always, sometimes, and never in lower case.
- Never use shape trapezoid in any question stem.

Common Misconceptions:
* Assuming a trapezoid must have exactly one pair of parallel sides (excluding parallelograms/squares)
* Assuming all rectangles have four equal sides (equating rectangle with square)
* Assuming all rhombuses have four right angles (equating rhombus with square)
* Believing a square is not a rectangle

Difficulty Definitions:
* Easy:
  - Stem pattern ""Is <Shape A> ***always*** a <Shape B>""
  - Options include yes/no
  - Decide if one category is always another category of shapes.
* Medium:
  - Stem pattern ""A <Shape A> is ____ a <Shape B>.""
  - Options include always/sometimes/never
  - Determine whether one named category is always, sometimes, or never a subcategory of another named category based on their defining attributes
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Name for Quadrilaterals
Lesson Order: 137.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3+2
Standard Description: Select all names for a quadrilateral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Only use quadrilaterals. 
- Must not use side markers or numberical length or angle markers
- Shape names should include: quadrilateral, rhombus, parallelogram, trapezoid, kite,square,rectangle
- Use the inclusive definition for trapezoid, defining it as having at least one pair of parallel sides.
- Never use shape trapezoid in any question stem or options.
- Question stem must exactly be "Which words describe this shape? Choose all that apply."

Common Misconceptions:
* - Using the exclusive trapezoid definition (exactly one pair of parallel sides), so omitting trapezoid for shapes with two pairs of parallel sides
* Selecting only one label and skipping valid supersets (e.g., not also checking quadrilateral)
* Thinking one pair of parallel sides is enough for parallelogram, so mislabeling trapezoids as parallelograms
* Treating rhombus and parallelogram as disjoint, so not labeling a rhombus as a parallelogram

Difficulty Definitions:
* Easy:
  - Stem pattern : Which words describe this shape? Choose all that apply.
  - Options include quadrilateral, rhombus, parallelogram, kite,square,rectangle
  - A single quadrilateral pictured.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Relationships Among Quadrilaterals
Lesson Order: 139.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3+3
Standard Description: Describe relationships among quadrilaterals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Must use quadrilaterals only. 
- Shape names should only include: quadrilateral, square, rectangle, rhombus, parallelogram, trapezoid.
- No measurement or computation; definitions/properties/hierarchy reasoning only.
- Use the inclusive definition for trapezoid, defining it as having at least one pair of parallel sides.
- Never use shape trapezoid in any question stem or options.
- Question stem should always include "Complete the sentence below. You can use this diagram to help you."

Common Misconceptions:
* Assumes a square is not a rectangle.
* Assumes a trapezoid has exactly one pair of parallel sides.
* Assumes all rhombi are squares.
* Assumes rectangles are not parallelograms.

Difficulty Definitions:
* Easy:
  - Image provided
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Regular and Irregular Polygons
Lesson Order: 140.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3+4
Standard Description: Classify polygons as regular or irregular.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Shapes must have 3-10 sides only 
 - Question stem Must be "Is this shape a regular polygon?"
 - MCQ options must only include yes and no only in lower case
 - Angels if included may either be marked to show congruent angles or labeled with measurements.
 - Sides must always be either marked to show congruent sides or labeled with measurements
 - No case where both angle and side measurements are shown. Either both are marked to show congruent values or one of them is labeled with measurements
 - Must Ensure angles/markers/side lengths are denoted appropriately.

Common Misconceptions:
* Assumes equal angles alone make a polygon regular; ignores unequal side lengths.
* Assumes equal sides alone make a polygon regular; ignores unequal angles.
* Relies on visual symmetry, assuming unmarked sides or angles are congruent.
* Treats any tick-marked sides as all congruent, ignoring matching mark styles.

Difficulty Definitions:
* Easy:
  - 3-4 sided polygons
* Medium:
  - 5-7 sided polygons
* Hard:
  - 8–10-sided polygons

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Properties of Polygons
Lesson Order: 141.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3+5
Standard Description: Describe the properties of polygons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Stem MUST start with “Complete the sentence.” followed by “All/Every …”.
- ***Questions and option should be centered around two different properties
Ex: Complete the sentence. All squares have exactly ____. (Do not use excatly this, reference pupose only) 
A) 2 equal sides and  2 equal angles
B) 2 equal sides and  3 equal angles
C) 3 equal sides and  3 equal angles
D) 4 equal sides and  4 equal angles
- Only numeric form of digits allowd  no words allowed (3,4,5 allowed ; three , four etc. Not allowed)
- Properties involving sides and angles only.
- Properties of equilateral, right, scalene, isosceles, acute or obtuse triangle, rectangle, square, rhombus, quadrilateral, and regular polygons up to 8 sides only.
- If a shape is mentioned and the stem ends with “___.”, options must be full property phrases (e.g., 1 obtuse angle; 4 congruent sides).
- Use “exactly” in stems when the property is a fixed count for the named class. (e.g., All ___ have exactly [properties] ,  Every octagon has exactly ___ etc.) 
- If the property is mentioned and no shape is mentioned, options must include shape categories only.
- Never use bare numbers as options; the unit/property lives in the option text.
- Exactly one best answer per item by standard definitions
- Never use the word congruent, use equal instead.
- Use "rhombuses" for the plural of rhombus.
- Do not include regular shapes.(all the sides are equal)

Common Misconceptions:
* Assumes a square is not a rectangle.
* Assumes an equilateral triangle is not isosceles.
* Assumes four equal sides always makes a square.
* Assumes parallelograms are never trapezoids.

Difficulty Definitions:
* Easy:
  - All questions are of same level
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Polygons and Venn Diagrams
Lesson Order: 142.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.3+6
Standard Description: Classify polygons using Venn diagrams.

Key Concepts:
*None specified*

Learning Objectives:
* For each shape: Count sides/vertices if the label requires an exact number (3, 4, 5, 6); Check for right-angle markers to decide “has at least one right angle.”; Use equal-side ticks and equal-angle arcs to test “all sides are congruent” / “all angles are congruent.”; Identify quadrilaterals (exactly 4 sides).; Determine truth of left label and right label for the shape.; Drag the shape to left only, overlap, or right only based on those truths. Repeat until all shapes are placed; verify each has a unique, correct region.

Assessment Boundaries:
* - MCQ options use 2-D polygons only (closed, straight sides).
- Stem MUST be “Which of the following images could replace the question mark in the Venn diagram?”.
- Regular polygon means all sides equal AND all angles equal.
- Labels should be like ["Has exactly 6 sides","regualar polygon"],["Has exactly 8 sides","regualar polygon"],["Has exactly 7 sides","regualar polygon"],["Has exactly 8 sides","regualar polygon"] only with the quesosition different.
- Answer options must include complex shapes like star , concave ocatgon, concave pentagon etc.
- Must not use 2 similar shapes in the answer options
- Must not use regualr pentagon.
- Must not use lables related to right angle
- No measurement or computation; decisions rely on definitions/properties.
- Must not use the term congruent in the image labels or the question stem. 
- MUST have only one correct option per stem based on the stem image. (Ex: Image in stem has a venn diagram with left circle label as "has exactly 3 sides" and right circle has label as "has at least two equal sides" , with the question mark inside right circle, the MCQ options should include either iscoscles triangle shape or equilateral triangle shape but not both)

Common Misconceptions:
* - Assumes overlap region requires both attributes separately instead of both attributes simultaneously being true.
* - Confuses "at least" with "exactly" when interpreting polygon attribute labels in Venn diagrams.
* - Ignores that squares belong in rectangle categories, treating special quadrilaterals as entirely separate.
* - Misidentifies region placement by focusing on visual appearance instead of defined geometric properties

Difficulty Definitions:
* Easy:
  - Familiar properties and clear markers (counts, right-angle squares, equal-side/angle ticks).
  - Only one best answer per question stem based on circle labels and the placement of the question mark.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.4
Standard Description: Classify two-dimensional figures in a hierarchy based on properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 13
Unit Name: Geometry
Cluster ID: CCSS.MATH.CONTENT.5.G.B
Cluster Name: Classify two-dimensional figures into categories based on their properties.
Lesson Name: Triangles
Lesson Order: 136.0
Standard ID: CCSS.MATH.CONTENT.5.G.B.4+1
Standard Description: Classify triangles as equilateral, isosceles, scalene.

Key Concepts:
*None specified*

Learning Objectives:
* Given all three side lengths by markers and any angle measures, classify the triangle by both criteria—state its side type (equilateral, isosceles but not equilateral, or scalene) and its angle type (acute, right, or obtuse).
* Given all three side lengths by numbers (only non decimal integers (Allowed -> 1,3,10 etc. Not allowed-> any decimal numbers 1.0,2.0 ,10.0 etc)  and units and any angle measures, classify the triangle by both criteria—state its side type (equilateral, isosceles but not equilateral, or scalene) and its angle type (acute, right, or obtuse).
* Given the three side lengths by congrunet markers, tell whether the triangle is equilateral (all 3 equal sides),or isosceles but not equilateral, or scalene (no equal sides).
* Given the three side lengths by numbers (only non decimal integers (Allowed -> 1,3,10 etc. Not allowed-> any decimal numbers 1.0,2.0 ,10.0 etc)  and units , classify the triangle by its sides (equilateral – all equal, isosceles – at least two equal, or scalene – no equal sides).

Assessment Boundaries:
* - **Question Stem:** Must only include "Classify the triangle."
- MUST not include any information related to side lengths, units, or markers in the Question stem. The units/markers/angles need to be part of the image only.
- Classify triangles as scalene, isosceles, or equilateral based on side lengths.
- Classify triangles as right-angled only is there is an angle marker.
- classify the triangle as obtuse or acute based on visual cues, no angle markers/ numericals will be included.
- Exactly one side-labeling mode per image:
    - Numeric-labels mode: all three sides have integer length values; no mark_type on any side. No Decimlas allowed. (Allowed- 1,5,8 etc.; Not allowed - 1.0,5.0,8.0 etc.)
    - Tick-mark mode: do not provide numeric lengths (omit length or set to None on all three); tick marks are used to indicate equalities atleaast one per side (equalities should be based on the number of markers per side).
- Angle markers:
    - Only allowed marker is RIGHT. It must appear only when the triangle is right-angled and at the correct right-angle vertex.
    - No obtuse/acute/equal arcs. If not a right triangle, omit angles entirely.
- No polygons other than triangles are included in this substandard’s scope.
- Do not use the term "congruent"; instead, refer to equal sides as "equal sides."
- Define an isosceles triangle as a triangle with AT LEAST two equal sides.
- Angle markers can never be isolated; they should be complemented either with a side length unit or tick marks.
- MCQ options MUST only include the following: "right, scalene"; "acute, scalene"; "right, isosceles"; "acute, isosceles, but not equilateral"; "obtuse, scalene"; "acute, equilateral"; "obtuse, isosceles."
- No mathematically impossible sides or angles

Common Misconceptions:
* Believing an isosceles triangle must have exactly two equal sides and excluding equilateral triangles from the isosceles category
* Deciding a triangle is scalene just because its angle marks differ, forgetting that side equality (not angle equality) determines scalene vs. isosceles vs. equilateral
* Mixing up side-based and angle-based classifications, e.g., calling a triangle “obtuse” and ignoring that it might also be isosceles or scalene
* Thinking an equilateral triangle could contain a right or obtuse angle instead of knowing all three angles are acute

Difficulty Definitions:
* Easy:
  - Single triangle pictured.
  - Strictly no tick marks only numeric side lengths.
  - May contain right angle markers (right iscoscels,right scalene) as per Pythagorean theorem
* Medium:
  - Single triangle pictured.
  - Strictly no numerical side lengths only tick marks.
  - Side length equality is identified by tick marks and/or angle markers are shown.
  - May contain right angle markers (right iscoscels,right scalene) as per Pythagorean theorem
* Hard:
  - Single triangle pictured.
  - Strictly no numerical side lengths only tick marks.
  - Side length equality is identified by tick marks and/or angle markers are shown.
  - May contain right angle markers (right iscoscels,right scalene) as per Pythagorean theorem

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Place Value Relationships
Lesson Order: 14.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.1+2
Standard Description: Recognize that in a multi-digit number, each digit represents 10 times the digit to its right and 1/10 of the digit to its left.

Key Concepts:
*None specified*

Learning Objectives:
* Fill in the blank for a statement about what number is 1/10 of a given decimal (e.g. ____ is 1/10 of 7.9).
* Fill in the blank for statement about what number is 10 times as much as a given decimal (e.g. ____ is 10 times as much as 0.005.)

Assessment Boundaries:
* - Decimals are up to 9.99
- Decimal may by up to the thousandths place
- Up to 2 non-zero digits in the decimal
- No word questions, just complete a sentence (e.g. 
"Complete the sentence. <br>
<blank> is 10 times as much as 0.005."
"Complete the sentence. <br>
<blank> is 1/10 of 7.9")

Common Misconceptions:
* Append or drop zeros without shifting the decimal when scaling decimals, especially for numbers less than 1
* Move the decimal the wrong direction when scaling by 10 (×10 vs ÷10)
* Operate on the digit symbols rather than their place-value amounts (confusing digit with the value of its place)
* Treat “10 times as much” or “1/10 of” as adding or subtracting 10 instead of multiplying or dividing by 10

Difficulty Definitions:
* Easy:
  - Decimals up to the hundredths place
  - Only questions about 10 times as much
  - Single non-zero digit
* Medium:
  - Decimals are up to the hundredths place
* Hard:
  - Decimals are up to the thousandths place

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Multiplying by a Power of Ten
Lesson Order: 15.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+6
Standard Description: Multiply a number by a power of ten.

Key Concepts:
*None specified*

Learning Objectives:
* Explain why the quotient becomes smaller when a decimal is divided by a power of 10 using reasoning based on place value.
* Multiply a decimal by a power of ten written in exponent form with the result remaining a decimal
* Multiply any number by a power of ten written in exponent form.

Assessment Boundaries:
* - Decimals up to the thousandths place
- Numbers up to 999
- Exponents can be 1-5 (inclusive)
- No word questions ("What is ..."), just solve an equation without a question (e.g. 
"5 x 10^3 = <blank>"
"299.4×10^4 = <blank>")

Common Misconceptions:
* For decimals, appends zeros instead of shifting all digits n places to the right (loses place value)
* Misreads 10^n as 10 × n or as 103 (concatenation) instead of a power of 10
* Moves the decimal point left when multiplying by 10^n (confuses multiplication with division)
* Shifts the decimal the wrong number of places (doesn’t match the exponent n)

Difficulty Definitions:
* Easy:
  - Only one difficulty level
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Dividing by a Power of Ten
Lesson Order: 16.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.2+7
Standard Description: Divide a number by a power of ten.

Key Concepts:
*None specified*

Learning Objectives:
* Divide any number by a power of ten written in exponent form.

Assessment Boundaries:
* - Decimals up to the thousandths place
- Numbers up to 999
- Exponents can be 1-5 (inclusive)
- No word questions ("What is ..."), just solve an equation without a question (e.g. 
"5 ÷ 10^3 = <blank>"
"390,680 ÷ 10^2 = <blank>")

Common Misconceptions:
* Interpreting 10^n as 10 × n instead of a power (miscomputing the divisor)
* Moving the decimal right instead of left when dividing by 10^n
* Omitting needed placeholder zeros when shifting left (e.g., writing .5 instead of 0.005)
* Shifting the decimal a different number of places than n

Difficulty Definitions:
* Easy:
  - Whole numbers only that result in whole numbers
* Medium:
  - Whole number or decimals that result in decimals without zero digits needing to be added to the number
* Hard:
  - Whole number or decimals that result in zero digits needing to be added to the front or back of a number.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Decimal Number Names
Lesson Order: 8.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.A+1
Standard Description: Read and write decimals to thousandths using base-ten numerals.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a word form of a decimal with a whole number part and hundredths to base-ten numeral
* Convert a word form of a decimal with a whole number part and tenths to base-ten numeral
* Convert a word form of a decimal with a whole number part and thousandths to base-ten numeral

Assessment Boundaries:
* - Decimal values extend from the tenths place to the thousandths place.
- Conversions assessed are specifically between number names (word form) and base-ten numerals (standard form) for these decimals. 
- Exclude expanded form.
- The decimals may include a whole number part, which can be multi-digit, combined with the decimal part extending to thousandths.
- Text Entry question stem must be "Write <word form> as a decimal number. _____".
- MCQ question stem must be "How do you write <decimal> in words?".
- Word forms must use correct place value naming; avoid any phrasing where the numerator equals or exceeds the size of the place value (e.g., avoid “ten tenths,” “twenty-one tenths,” “hundred hundredths,” “zero tenths”).

Common Misconceptions:
* Students add extra zeros in wrong positions when converting from word form to standard form, particularly when the decimal portion has fewer than three decimal places
* Students confuse place value positions in the decimal portion, writing "eight thousandths" as .08 instead of .008
* Students incorrectly convert the whole number portion from word form, writing "fourteen thousand seven" as 40,007 instead of 14,007
* Students misinterpret number names by placing decimal points incorrectly, writing "fourteen thousand seven and eight thousandths" as 14,007.08 instead of 14,007.008

Difficulty Definitions:
* Easy:
  - Numbers less than one with one or two digits after the decimal
* Medium:
  - Numbers greater than one with whole numbers up to 100 and up to three digits after the decimal.
* Hard:
  - Numbers between 100 and 1,000 and up to three digits after the decimal.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Decimal Digits Values
Lesson Order: 9.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.A+2
Standard Description: Identify digits in decimal numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Compare written and numerical forms of decimals to thousandths to ensure consistency and accuracy.
* Identify the number in the hundredths place.
* Identify the number in the tenths place.
* Identify the number in the thousands place.
* Identify the number in the thousandths place.

Assessment Boundaries:
* - Decimal values are restricted to tenths, hundredths, or thousandths only.
- Whole number values are restricted to the ones, tens, hundreds, and thousands places only.
- Must either ask "In [decimal], in which place is the [digit]?" or "In [decimal], which digit is in the [place value] place?"
- For task "Identify the place value for the given digit in the [x] place.", all questions must be MCQ only.
- For task "Identify the place value for the given digit in the [x] place.", the options should not contain the word "place".
- For task "Identify the number in the [x] place.", all questions must be Text Entry only.

Common Misconceptions:
* Students apply whole number place value patterns incorrectly to decimals, thinking place values to the right of the decimal point follow the same naming convention as whole numbers
* Students confuse fractional notation with place value names, thinking that the first decimal place represents "onths" or "firsts" rather than "tenths"
* Students confuse the place value names and incorrectly identify digits in decimal places (e.g., saying the 8 in 0.618 is in the "hundredths" place when it's actually in the "thousandths" place)
* Students mix up the order of decimal place values, not understanding that tenths comes first after the decimal point, followed by hundredths, then thousandths

Difficulty Definitions:
* Easy:
  - The number is less than one and it is asking for the place value
* Medium:
  - The number is greater than one and it is asking for the digit
* Hard:
  - The number greater than one and is asking for the place value
OR
  - The number is less than one and is asking for the digit

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Writing Decimals in Expanded Form
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.A+3
Standard Description: Read and write decimals to thousandths using expanded form with decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Convert expanded form to standard form.
* Convert standard form to expanded form.
* Express decimals to thousandths in expanded form using powers of ten notation.

Assessment Boundaries:
* - Decimals up to thousandths place with whole numbers up to the thousands place.
- Expanded form is written using decimals (e.g. 5.23 is written as 
5 x 1 + 2 x 0.1 + 3 x 0.01
- No use of fractions for expanded form
- MCQ Question stem should be "Find the standard decimal form of <expanded form of a decimal>" or "What is the expanded form of <decimal>?"
- Text Entry (single blank) question stem should be "Write the expression as a decimal number. <expanded form of a decimal>"
- Text Entry (multiple blanks) question stem should be "Write <decimal> in expanded form.  <decimal> = _ x <place value> + _ x <place value>..." (for eg, Write 40.271 in expanded form. 40.271 = _ x 10 + _ x 1 + _ x 0.1 + _ x 0.01 + _ x 0.001, Write 5.03 in expanded form. 5.03 =  _ x 1 + _ x 0.1 + _ x 0.01 etc. Note: Note: a place value blank should always be there even if digit is 0)
- Text Entry (multiple blanks) must always be HARD question type and must contain 2 digit whole number parts and 2 digit decimal parts.
- Must use latex for fractions, expressions and symbols
- the digits in expanded form must always be single digit. (for eg. no "42 x 1")
- strictly do not use paranthesis in expanded form.
- MCQ and Text Entry (single blank) question stem/answer options/explanations/worked examples must never have 0 x <place value> in the expanded form. For eg. 0.5 should be "5 x 0.1" and not "0 x 1 + 5 x 0.1".
- Text Entry (multiple blanks) question stem should show 0 x <place value> in the question stem/answer options/explanations/worked examples. For eg. 1.05 should be "1 x 1 + 0 x 0.1 + 5 x 0.01" and not "1 x 1 + 5 x 0.01".
- decimal number should never end with 0.
- Custom requirement - the decimal in Text Entry (multiple blanks) must have single whole number digit and 2 digits after decimal with one of them being 0 and it must not end in 0.

Common Misconceptions:
* Students confuse place value positions when converting from expanded form to standard form, often misplacing digits by one or more decimal places
* Students misunderstand the relationship between fractional notation (1/10, 1/100, 1/1000) and decimal notation (0.1, 0.01, 0.001) in expanded form expressions
* Students struggle to align decimal places correctly when adding the products from expanded form, leading to incorrect final decimal placement

Difficulty Definitions:
* Easy:
  - Numbers less than one with one or two digits after the decimal
* Medium:
  - Numbers greater than one with whole numbers up to 100 and up to three digits after the decimal.
* Hard:
  - Text Entry with multiple blanks for numbers greater than one with whole numbers up to 100 and up to three digits after the decimal. (for eg, Write 40.271 in expanded form. 40.271 = _ x 10 + _ x 1 + _ x 0.1 + _ x 0.01 + _ x 0.001, Write 5.03 in expanded form. 5.03 =  _ x 1 + _ x 0.1 + _ x 0.01 etc.)
  - One or more digits in the decimal number must be 0.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Decimals in Expanded Form Using Fractions
Lesson Order: 11.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.A+4
Standard Description: Read and write decimals to thousandths using expanded form with fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Convert expanded form to standard form.
* Convert standard form to expanded form.

Assessment Boundaries:
* - Decimals up to thousandths place with whole numbers up to the thousands place.
- Expanded form is written using fractions (e.g. 5.23 is written as 
5 x 1 + 2 x 1/10 + 3 x 1/100
- MCQ Question stem must be "Find the standard decimal form of <expanded form of a decimal using fractions>" or "What is the expanded form of <decimal>?"
- Text Entry (single blank) question stem must be "Write the expression as a decimal number. <expanded form of a decimal using fractions>"
- Text Entry (multiple blanks) question stem must be "Write <decimal> in expanded form.  <decimal> = _ x <place value using fraction> + _ x <place value using fraction>..." (for eg, Write 40.271 in expanded form. _ x 10 + _ x 1 + _ x 1/10 + _ x 1/100 + _ x 1/1000, Write 5.03 in expanded form. 5.03 = _ x 1 + _ x 1/10 + _ x 1/100 etc. Note: a place value blank should always be there even if digit is 0)
- Text Entry (multiple blanks) must always be HARD question type and must contain 2 digit whole number parts and 2 digit decimal parts.
- Must use latex for fractions, expressions and symbols
- the digits in expanded form must always be single digit. (for eg. no "42 x 1")
- strictly do not use paranthesis in expanded form.
- MCQ and Text Entry (single blank) question stem/answer options/explanations/worked examples must never have 0 x <place value> in the expanded form. For eg. 0.5 should be "5 x 1/10" and not "0 x 1 + 5 x 1/10".
- Text Entry (multiple blanks) question stem should show 0 x <place value> in the question stem/answer options/explanations/worked examples. For eg. 1.05 should be "1 x 1 + 0 x 1/10 + 5 x 1/100" and not "1 x 1 + 5 x 1/100".
- decimal number should never end with 0.
- Custom requirement - the decimal in Text Entry (multiple blanks) must have single whole number digit and 2 digits after decimal with one of them being 0 and it must not end in 0.

Common Misconceptions:
* Students apply whole number place value rules to decimal places, writing decimal portions with whole number multipliers like (9 × 10) instead of fractional multipliers like (9 × 1/10)
* Students confuse place value positions and write incorrect powers of 10, such as using (1 × 1000) instead of (1 × 100) for the hundreds place
* Students misinterpret expanded form when converting to word form, reading "205.17" as "two hundred fifty and seventeen hundredths" instead of "two hundred five and seventeen hundredths"
* Students use incorrect fractional denominators for decimal places, such as writing (4 × 1/100) instead of (4 × 1/10) for the tenths place

Difficulty Definitions:
* Easy:
  - Numbers less than one with one or two digits after the decimal
* Medium:
  - Numbers greater than one with whole numbers up to 100 and up to three digits after the decimal.
* Hard:
  - Text Entry with multiple blanks for numbers greater than one with whole numbers from 1-10 and 10 to 100 and 2-3 digits after the decimal. (for eg, Write 40.271 in expanded form. _ x 10 + _ x 1 + _ x 1/10 + _ x 1/100 + _ x 1/1000, Write 5.03 in expanded form. 5.03 = _ x 1 + _ x 1/10 + _ x 1/100 etc.)
  - One or more digits in the decimal number must be 0.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Decomposing Decimals in Multiple Ways
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.A+5
Standard Description: Determine which expanded forms of decimals are equal to a given decimal.

Key Concepts:
*None specified*

Learning Objectives:
* 3 tens + 3 ones + 2 tenths + 2 hundredths + 6 thousandths
* 3 tens + 3 ones + 2 tenths + 26 thousandths
* 33 ones + 22 hundredths + 6 thousandths
* Choose more than one numbers desribed as sum of place‑value units that are equal to a given decimal (e.g. Which of these are equal to 65.82? Select all that apply. A. 6 tens + 5 ones + 8 tenths + 2 hundredths B. 65 ones + 6 tenths + 22 hundredths C. 6 tens + 5 ones + 82 thousandths D. 6 tens + 5 ones + 82 tenths)
* Identify more than one expanded form expressions that are equal to a given decimal (e.g. Which of these are equal to 400.576? Select all that apply. A. 400+0.57 + 0.006 , B. 400 + 0.5 + 0.07 + 0.006 , C. 400 + 0.5 + 0.076 D. 400 + 0.57 + 0.06)
* Identify which expanded form expressions are equal to a given decimal (e.g. Which of these are equal to 400.576? Select all that apply. A. 400+0.57 + 0.006 , B. 400 + 0.5 + 0.07 + 0.006 , C. 400 + 0.5 + 0.076)
* Write the decimal number represented by a sum of place‑value units given in  expanded words form (e.g. Write this as a decimal number: 1 ten + 9 ones + 3 tenths + 5 hundredths + 2 thousandths ____) (text entry)
* Write the decimal number represented by a sum of place‑value units given in words/expanded form (e.g. Write this as a decimal number 1 ten + 9 ones + 3 tenths + 5 hundredths + 2 thousandths) (text entry)

Assessment Boundaries:
* - The expanded form numbers have whole numbers up to 1,000 and the decimals go up to the thousandths place.
- Must not be word problems
- Question stem must follow these examples - "Which of these are equal to 400.576? <Select ...>. A. 400+0.57 + 0.006 , B. 400 + 0.5 + 0.07 + 0.006 , C. 400 + 0.5 + 0.076 D. 400 + 0.57 + 0.06"
or "Write this as a decimal number: 1 ten + 9 ones + 3 tenths + 5 hundredths + 2 thousandths ____" 
or "Which of these are equal to 65.82? <Select ...>. A. 6 tens + 5 ones + 8 tenths + 2 hundredths B. 65 ones + 6 tenths + 22 hundredths C. 6 tens + 5 ones + 82 thousandths D. 6 tens + 5 ones + 82 tenths"
- Multiselect questions should have 4 options with 2 or 3 correct options.

Common Misconceptions:
* Confusing place names when writing decimals (e.g., 17 hundredths -> 0.017; 6 thousandths -> 0.06)
* Dropping or misplacing the whole-number part when combining terms (e.g., 1 ten + 9 ones written as 1.9 instead of 19)
* Misaligning decimal places when adding expanded parts, doing digit-by-digit addition (e.g., 0.5 + 0.07 + 0.006 -> 0.513)
* Not regrouping when counts exceed nine in a place (e.g., writing 21 hundredths as 0.021 instead of 0.21)

Difficulty Definitions:
* Easy:
  - (Multiselect) Identify which expanded form expressions are equal to a given decimal (e.g. Which of these are equal to 400.576? Select all that apply.
A. 400+0.57 + 0.006
B. 400 + 0.5 + 0.07 + 0.006
C. 400 + 0.5 + 0.076
D. 400 + 0.57 + 0.06
* Medium:
  - Write the decimal number represented by a sum of place‑value units given in words/expanded form (e.g. Write this as a decimal number
1 ten + 9 ones + 3 tenths + 5 hundredths + 2 thousandths)

  - (Multiselect) Choose which numbers desribed as sum of place‑value units are equal to a given decimal (e.g. Which of these are equal to 33.226? 
A. 3 tens + 3 ones + 2 tenths + 26 thousandths
B. 3 tens + 3 ones + 2 tenths + 2 hundredths + 6 thousandths
C. 33 ones + 22 hundredths + 6 thousandths
D. 33 ones + 226 tenths
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Decimal Place Value Models
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.A+6
Standard Description: Represent decimals using models.

Key Concepts:
*None specified*

Learning Objectives:
* Given a model, determine what decimal is represented.

Assessment Boundaries:
* - Question stem must always be, 'What decimal is shown? Each small cube represents 1 hundredth.<br/><blank>'
- Answers are decimal numbers up to 10.
- The ones, tenths, and hundredths digits may be 0-9.

Common Misconceptions:
* Assumes the model shows whole numbers only and ignores the decimal representation.
* Confuses hundredths with tenths when counting small cubes, treating each cube as 0.1 instead of 0.01.
* Counts total cubes and places that number after the decimal point without considering place value structure.
* Misinterprets the model by reading left-to-right as ones-tenths-hundredths but assigns wrong place values to cube groupings.

Difficulty Definitions:
* Easy:
  - There is at least one block for each place value (ones, tenths, hundredths)
* Medium:
  - There is one type of block (ones, tenths, or hundredths) missing.
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Equivalent Decimals
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.B+1
Standard Description: Identify decimals that are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
* Decide if two given decimals are equivalent (yes or no)
* Identify which decimal is equivalent to a given decimal (one matching decimal)
* Identify which decimals are equivalent to a given decimal (more than one matching decimals)

Assessment Boundaries:
* - The decimal numbers have whole numbers up to 9,999 and the decimals go up to the thousandths place.
- Must not be word problems
- Do not use symbols like  ≠, → in explanations
- Multiselect questions should have exactly 4 options with at most 2 correct answers.
- For the task "Decide if two given decimals are equivalent (yes or no)" use exactly 2 mcq options
- For the task "Identify which decimal is equivalent to a given decimal (one matching decimal)" use exactly 4 mcq opitons
- Custom requirement - all questions should use decimal with 0 in tenths place or in hundredths place but must not end with 0.
- In MCQ, the correct answer must not use the exact same written form as the decimal in the stem. It must differ in the number of decimal places (for example: “0.5” and “0.50” are acceptable pairs, but “0.5” and “0.5” are not).

Common Misconceptions:
* Students assume that adding zeros to the end of a decimal makes it equivalent to a completely different number (confusing 0.6 with 0.60 as being equivalent to 0.06)
* Students believe that decimals with more digits are always greater in value (thinking 0.125 > 0.5 because 125 > 5)
* Students compare decimals by looking only at the digits after the decimal point while ignoring place value (thinking 0.8 < 0.25 because 8 < 25)
* Students think trailing zeros change the value of a decimal (believing 4.5 and 4.50 are different numbers)

Difficulty Definitions:
* Easy:
  - Decide if two given decimals are equivalent (yes or no)
  - whole number part is always < 100 (including 0)
  - decimal part can go up to thousandths place.
* Medium:
  - Identify which decimal is equivalent to a given decimal (one matching decimal)
  - whole number part is always < 100 (including 0)
  - decimal part can go up to thousandths place.
* Hard:
  - Identify which decimals are equivalent to a given decimal (more than one matching decimals, multiselect 4 options)
  - whole number part is always < 1000 (including 0)
  - decimal part can go up to thousandths place.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Comparing Decimals on Number Lines
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.B+2
Standard Description: Compare decimals to the thousandths on the number line.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two decimals on a number line using the inequality symbol.

Assessment Boundaries:
* - Decimal parts up to thousandths.
- Whole number parts are 0-9 inclusive.
- Must not be word problems.
- Must use number lines.
- Text Entry answer should always be >. Answer should never be = or <.
- Text Entry question stem must follow this - "Compare <decimal> and <decimal> using the number line. Use <, >, or =. <br/> <decimal> <blank> <decimal>".
- For easy questions, use the first worked example/guided practice pair from the article template to write the worked example for the question content. For medium questions, use the second worked example/guided practice pair from the article template to write the worked example for the question content.

Common Misconceptions:
* Assuming more digits after the decimal automatically means a larger value (e.g., 0.27 > 0.3)
* Believing trailing zeros change the value (e.g., 0.5 ≠ 0.50)
* Comparing decimals as whole numbers by dropping the decimal (e.g., claim 0.65 > 0.7 because 65 > 7)
* Misreading number line scales by assuming each tick = 0.1 regardless of labeled endpoints/subdivisions, leading to wrong placements and comparisons

Difficulty Definitions:
* Easy:
  - The points are already plotted on the number line. Number line is labeled at every tick mark.
* Medium:
  - Number line is labeled at every tick mark. but the points are not graphed for the student.
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Comparing Decimals on Grids
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.B+3
Standard Description: Find decimals that are greater than or less than decimals represented on grids.

Key Concepts:
*None specified*

Learning Objectives:
* Given a decimal represented in grids, identify a few numbers greater than the one shown.
* Given a decimal represented in grids, identify a few numbers less than the one shown.
* Given a decimal represented in grids, identify a number greater than the one shown.
* Given a decimal represented in grids, identify a number less than the one shown.

Assessment Boundaries:
* - Some grids are in tenths and some are hundredths
- Must not be word problems
- Decimals up to hundredths only
- Whole number parts upto 10 only
- Multiselect questions should have exactly 4 options and should have exactly 1 or 2 correct options.
- Multiselect question stems should never say how many options to choose. No use of "Choose 2 options" etc.
- MCQ question stem always must be "Which decimal is greater than the one shown in this diagram?" or "Which decimal is less than the one shown in this diagram?"
- Multiselect question stem must always be "Which decimals are less than the one shown in this diagram?" or "Which decimals are greater than the one shown in this diagram?"
- never mention the value of the decimal the grid represents in the question stem.

Common Misconceptions:
* Students believe that 0.8 and 0.80 represent different values rather than equivalent decimals
* Students confuse the scale of the grid and misread hundredths grids as tenths grids or vice versa, leading to incorrect decimal values
* Students focus only on the first decimal place when comparing and ignore subsequent places (thinking 0.24 < 0.3 is wrong because 2 < 3 in the tenths place)
* Students think that decimals with more digits are automatically greater (believing 0.125 > 0.3 because 125 > 3)

Difficulty Definitions:
* Easy:
  - Choose one number that is greater/less than the one shown in the grid.
  - Decimals are always < 1
* Medium:
  - Choose one number that is greater/less than the one shown in the grid.
  - Decimals are always > 1
* Hard:
  - Choose more than one number that is greater/less than the one shown in the grid.
  - Decimals can be < 1 or > 1
  - Total Options must be 4
  - Correct options can be 1 or 2.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Comparing Decimal Numbers
Lesson Order: 19.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.3.B+4
Standard Description: Compare decimal numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two decimal numbers by chosing an inequality sign (3 options)

Assessment Boundaries:
* - Decimals up to thousandths place and whole numbers up to the thousands place.
- Comparisons using >, =, or < based on digit values in ones, tenths, hundredths, and thousandths places only.
- Comparison question stem must be "Which sign makes the statement true?"
- For mcq questions of task related to "Given four inequalities..", the stem must be "Which sentence is false?" or "Which sentence is true?"
- For multiselect questions of task "Given four inequalities, identify more than one which are true." and "Given four inequalities, identify more than one which are false.", the question stem must be "Select all the true sentences." or "Select all the false sentences."
- For multiselect questions of task "Given four digits, select all digits that make a decimal inequality true. (for eg, Select all the digits that make this sentence true. 96.?8 < 96.2.  A. 8 B. 1 C. 2 D. 0)", the question stem must be "Select all the digits that make this sentence true." (for eg, Select all the digits that make this sentence true. 96.?8 < 96.2.  A. 8 B. 1 C. 2 D. 0).
- Multiselect questions should have exactly 4 options and should have exactly 2 or 3 correct options.
- No use of variables like S1, S2 etc to label the inequality sentences.
- For MCQ related to task "Compare two decimal numbers by chosing an inequality sign (3 options)", always use  ☐ as a placeholder for the inequality sign in the equation. for example, "Which sign makes the statement true?
$23.047$ ☐ $23.7$" (the dollar sign is for latex)
- For MCQ related to task "Compare two decimal numbers by chosing an inequality sign (3 options)", the answer options must always be the 3 inequality signs A. > B. < C. =. No spelling them out or using words.

Common Misconceptions:
* Compares decimal numbers by counting digits instead of analyzing place value positions
* Confuses decimal comparison direction with whole number patterns when digits cross place boundaries
* Ignores place value alignment when comparing decimals with different numbers of digits
* Treats shorter decimals as smaller regardless of actual digit values in each place

Difficulty Definitions:
* Easy:
  - All questions are for task "Comare two decimal numbers by chosing an inequality sign (3 options)"
  - All of the numbers have the same number of decimal places
  - whole number parts are only up to ones place, decimal parts are up to tenths place.
* Medium:
  - All questions are either for task "Comare two decimal numbers by chosing an inequality sign (3 options)" or "Given four inequalities, identify one which is true/false."
  - For "Given four inequalities, identify one which is true/false." only mcq (1 correct option)
  - Numbers under comparison can have different number of decimal places.
  - Whole number parts are up to tens place.
  - Decimal parts are up to thousandths place.
  - No use of "Select all true/false". only use "Which sentence is true/false"
* Hard:
  - All questions are either for task "Given four digits, select all digits that make a decimal inequality true. (for eg, Select all the digits that make this sentence true. 96.?8 < 96.2.  A. 8 B. 1 C. 2 D. 0)" OR "Given four inequalities, identify more than one which are true/false." Multiple true/false statements must be selected (total only 4 options. 1 or 2 correct options)
  - Numbers under comparison can have different number of decimal places.
 - Whole number parts are up to thousands place.
  - Decimal parts are up to thousandths place.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Ordering Decimals
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.4+1
Standard Description: Order a list of decimal numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Put a list of decimal numbers in order from greatest to least.
* Put a list of decimal numbers in order from least to greatest.

Assessment Boundaries:
* - Decimals up to thousandths place and whole numbers up to the thousands place
- Must not be word problems
- No rounding of decimals
- Question stem must always be "Put these numbers in order from least to greatest. <list of unordered decimal numbers>" or "Put these numbers in order from greatest to least. <list of unordered decimal numbers>"
- There should be a comma followed by 3 &nbsp; (for eg, <decimal1>,&nbsp;&nbsp;&nbsp;<decimal2>) between every decimal in the list mentioned in question stem, answer options and worked example steps.

Common Misconceptions:
* Students assume that adding zeros to the end of a decimal changes its value, affecting their ordering decisions (e.g., thinking 0.5 ≠ 0.50 and placing them in different positions in the ordered list)
* Students compare decimals by looking only at the digits immediately after the decimal point without considering place value (e.g., thinking 0.3 > 0.29 because 3 > 29)
* Students order decimals by comparing the number of digits after the decimal point, thinking that more digits means a larger number (e.g., believing 0.8 < 0.125 because 0.125 has more decimal places)
* Students treat decimal numbers like whole numbers when ordering, ignoring the decimal point entirely (e.g., ordering 2.5, 2.15, 2.8 as 2.15, 2.5, 2.8 by comparing 15, 5, 8)

Difficulty Definitions:
* Easy:
  - The list of numbers includes whole numbers up to ones place (values 0-9) and decimals up to the tenths place.
  - All numbers have same number of decimal places.
* Medium:
  - The list of numbers includes whole numbers up to ones (values 0-9) place and decimal up to thousanths place.
  - Numbers can have different number of decimal places.
* Hard:
  - The list of numbers includes whole numbers up to tens place and decimal up to the thousanths place.
  - May have instances where the tens and hundredths place match.
  - Numbers can have different number of decimal places.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Rounding Decimals
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.4+2
Standard Description: Use place value understanding to round decimals to any place.

Key Concepts:
*None specified*

Learning Objectives:
* Round a decimal to the nearest hundredth
* Round a decimal to the nearest tenth
* Round a decimal to the nearest whole number
* Round a positive decimal to the nearest thousandth

Assessment Boundaries:
* - Rounding decimals to any specified place value (e.g., tenths, hundredths, or whole numbers).
- Must not be word problems
- Whole number is up to 100 and there are up to three digits after the decimal
- Question stem must always be "What is [decimal] rounded to the nearest [place]?

Common Misconceptions:
* Students change multiple digits when rounding instead of only changing the target digit and replacing all digits to the right with zeros
* Students look at the wrong digit when deciding whether to round up or down, often using the digit in the target place value instead of the digit immediately to its right
* Students round to the wrong place value by misidentifying which digit position they need to round to (e.g., rounding to tenths instead of hundredths)
* Students round up when the deciding digit is less than 5 or round down when the deciding digit is 5 or greater, reversing the correct rounding rule

Difficulty Definitions:
* Easy:
  - whole numbers only upto ones place (values 0-9)
  - decimal up to thousandths place
* Medium:
  - whole numbers having exactly tens and ones places
  - decimal up to thousandths place
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Estimating Decimal Sum and Differences
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.4+3
Standard Description: Estimate sums or differences by rounding to the nearest whole number and then adding/subtracting.

Key Concepts:
*None specified*

Learning Objectives:
* Estimate the difference of two decimal numbers.
* Estimate the sum of three decimal numbers.
* Estimate the sum of two decimal numbers.

Assessment Boundaries:
* - Decimals up to thousandths place and whole numbers are single digits or 0 or 10.
- Must not be word problems
- Question stem must strictly follow this stem "Estimate the sum by rounding each number to the nearest whole number and then adding.
The sum is approximately ____" OR "Estimate the difference by rounding each number to the nearest whole number and then subtracting.
The difference is approximately ____". Do not rerrange the sentences and blank.

Common Misconceptions:
* Checks the wrong place when rounding to the nearest whole (uses hundredths/thousandths instead of tenths)
* Rounds after adding/subtracting instead of rounding each number first
* States the estimate as an exact value (uses = or omits “approximately”)
* Truncates decimals (drops the decimal part) instead of rounding (e.g., 5.7 → 5)

Difficulty Definitions:
* Easy:
  - All questions are of same level
  - Whole number parts can be between 0 - 10
  - Decimal number parts can be up to thousandths place.
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Compare, Order and Round Decimals - Word Problems
Lesson Order: 24.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.4+4
Standard Description: Solve word problems involving comparing, ordering and rounding decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem comparing decimals with image.

Assessment Boundaries:
* - Decimals up to thousandths place and whole numbers up to the thousands place
- Must be word problems
- If the question has a table image, never mention the table values in the question stem. Never write the data in a table in the question stem itself. 
- Important Exclusion: Do not generate problems that require calculating the difference between numbers (e.g., asking "how much more" or "what is the difference"). This tests subtraction, which is a separate skill.
- comparing questions, without image example - "Maureen plans to ride her bike to school each day this year. She wants to find the shortest route. The first route she mapped with her smartphone is 2.45 miles. The second route she mapped is 2.48 miles. Which route is shorter? A. first route B. second route"
- rounding questions, without image example - "Sam's mom asked him to get a butternut squash that weighed about 1.5 pounds. Sam weighed four squashes at the store.
Which weight is about 1.5 pounds? A. 125 pounds B. 1.48 pounds C. 1.68 pounds D. 2.5 pounds"
- compare questions, with table image - "Nate wants to see if the length of a seed is related to the height of the plant that grows from the seed. First, he measures the lengths of 3 different types of seeds. This table shows his measurements. <<table of seed type and length (cm)>> Which type of seed is the smallest? A. mustard B. poppy C. sesame" or "Latitude is a way to describe how far north or south of the equator a place is located. This table shows the latitude for some cities that are north of the equator. <<table of Civty and Latitide (°N)>> Which statement is true? A. Munich is closer to equator than Vienna B. Paris is farther away from equator than London C. Rome is closer to the equator than Paris D. Rome is farther away from equator than Munich" 
- rounding questions, with table image example - "Molly's dad uses an app on his phone to keep track of how far he runs each day. This table shows how far he ran each day last week. <<table of day and distance (miles)>> On which day did Molly's dad run about 1.5 miles? A. Monday B. Wednesday C. Thursday D. Sunday"
- ordering questions, with table image example - "Helen is a bird-lover and keeps several birds as pets. This table shows the species and weights of her birds. <<table of species and weght (kg)>> Which list shows the bird species in order from heaviest to lightest? A. lovebird, cockatoo, macaw, parrot B. parrot, lovebird, macaw, cockatoo C. cockatoo, macaw, parrot, lovebird D. lovebird, cockatoo, parrot, macaw"
- Custom request - For comparison questions that use a table image, the answer choices must be statements that compare the table quantities using relational language (e.g., “greater than,” “less than,” “heavier than,” “shorter than,” “higher latitude than,” etc.). The stem must ask “Which statement is true?” and must NOT mention any numeric values from the table.

Common Misconceptions:
* Students assume that decimals with more digits are automatically larger, believing 1.234 is greater than 1.5 because it has more decimal places
* Students compare decimals digit by digit from left to right without considering place value, thinking 0.8 is less than 0.25 because 8 comes after 2 in the ones place
* Students misalign decimal places when comparing, treating 2.3 and 2.30 as different values or incorrectly ordering decimals like 1.2, 1.15, and 1.8
* Students round decimals by simply removing digits after the target place without looking at the digit to the right to determine whether to round up or down

Difficulty Definitions:
* Easy:
  - compare numbers (mcq 2 options) or round numbers (mcq 4 options) only.
  - decimals have the same number of decimal places.
  - No images.
* Medium:
  - order numbers or compare numbers or round numbers.
  - decimals have the same number of decimal places.
  - must have table images.
  - table needs to have at least 3 and at most 4 decimal numbers.
  - all mcq with 4 options.
* Hard:
  - order numbers or compare numbers or round numbers.
  - decimals have different numbers of decimal places.
  - must have table images.
  - table needs to have at least 5 and at most 10 decimal numbers.
  - all mcq with 4 options.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 2
Unit Name: Decimals Place Values
Cluster ID: CCSS.MATH.CONTENT.5.NBT.A+1
Cluster Name: Understand the place value system.
Lesson Name: Identify Rounded Decimals
Lesson Order: 21.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.A.4+5
Standard Description: Identify which number a decimal rounds to.

Key Concepts:
*None specified*

Learning Objectives:
* Round a decimal to the nearest hundredth
* Round a decimal to the nearest tenth
* Round a decimal to the nearest whole number

Assessment Boundaries:
* - Decimals up to thousandths place and whole number parts up to 100
- Rounding is limited to nearest whole number, tenth and hundredth only.
- Must not be word problems
- Question stem must always be "What is [decimal] rounded to the nearest [place]?
- Do not use inequailty symbols in the explanations or worked examples.

Common Misconceptions:
* Confuses which digit to look at, using the digit in the target place instead of the digit one place to the right.
* Rounds down when the digit in the place being rounded from is 5 instead of rounding up.
* Rounds the wrong direction by looking at the correct digit but applying the rounding rule backwards.
* Truncates by simply removing digits to the right of the target place without considering rounding rules.

Difficulty Definitions:
* Easy:
  - whole numbers only upto ones place (values 0-9)
  - decimal up to thousandths place
* Medium:
  - whole numbers having exactly tens and ones places
  - decimal up to thousandths place
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Parentheses in Numerical Expressions
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.1+1
Standard Description: Use order of operations to evaluate numerical expressions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a numerical expression to determine which operations will be grouped and calculated first due to the presence of parentheses.
* Create numerical expressions using parentheses to represent real-world scenarios involving multiple operations.
* Explain the purpose of using parentheses in numerical expressions and how they affect the order of operations.
* Rearrange a multi-step numerical expression without changing its value by appropriately inserting or relocating parentheses.

Assessment Boundaries:
* - Expressions with two levels of grouping symbols (e.g., [()]).
- Whole numbers only.
- Basic operations: addition, subtraction, multiplication, division.
- No exponents or multi-step simplification beyond direct evaluation of grouped terms.
- Grouping MUST be nested.

Common Misconceptions:
* Assumes brackets outrank parentheses; evaluates [ ] before ( ) instead of innermost first.
* Distributes outside operation to a single term, not the entire grouped value.
* Ignores grouping; evaluates left-to-right or by PEMDAS without nested priority.
* Performs addition/subtraction inside brackets before completing all multiplications/divisions there.

Difficulty Definitions:
* Easy:
  - Nested grouping is at the beginning or ending of the expression
  - The nested grouping only involves 3 terms
  - 4 whole-number terms, all < 10.
* Medium:
  The nested grouping may be in the middle of the expression OR there are four terms involved in the nested grouping.
  - 5 whole-number terms, all < 10.
* Hard:
  - 6 whole number terms, all up to 20

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Numerical Expressions with Parentheses
Lesson Order: 25.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.1+2
Standard Description: Evaluate numerical expressions with parentheses.

Key Concepts:
*None specified*

Learning Objectives:
* Write numerical expressions using brackets for real-world problem scenarios.

Assessment Boundaries:
* - Question must always ask to "Evaluate the expression."
- No nested parentheses
- No more than two parentheses
- All numbers must be within 1-20.
- Only addition, subtraction, multiplication and division.
- Always rewrite the entire expression after each operation is completed. Show one operation per step and continue until the final simplified answer.

Common Misconceptions:
* Assumes parentheses only group numbers, not operations, and drops them.
* Confuses order of operations, performing addition before multiplication or division.
* Ignores parentheses and calculates strictly left to right.
* Treats division as subtraction or multiplication when rewriting the next step

Difficulty Definitions:
* Easy:
  - Expression with three terms and a number less than or equal to 5.
* Medium:
  - Expression with three terms and a number greater than 5 and less than 20.
  - Expression with four terms.
* Hard:
  - Expression with five terms.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Parentheses Placement
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.1+3
Standard Description: Recognize how different placement of parentheses results in different solutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Only addition, subtraction, multiplication and division
- Only whole numbers
- Only math facts up to 10 x 10 multiplication tables
- Only two answer choices where the parentheses is different but the numbers and operations are the same and in the same location.

Common Misconceptions:
* Assumes division is associative; treats (a÷b)÷c and a÷(b÷c) as equivalent.
* Assumes subtraction is associative; treats (a−b)−c and a−(b−c) as equivalent.
* Believes parentheses don’t change value when operations mix, e.g., subtraction inside vs outside.
* Ignores parentheses; applies “multiplication before addition/subtraction” no matter the grouping.

Difficulty Definitions:
* Easy:
  - Two operations
* Medium:
  - Three operations
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Identify Mistakes in Order of Operations
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.1+4
Standard Description: Identify mistakes involving the order of operations.

Key Concepts:
*None specified*

Learning Objectives:
* 8 - 3 + 6 x 5
* = 35            Step 3
* = 5 + 30      Step 2
* = 8 - 3 + 30 Step 1
* Create numerical expressions that require the use of parentheses for correct evaluation.
* Is Debbie correct?
* No, Debbie made a mistake in step 1. Debbie should have subtracted first. The order of operations says to work left to right.
* No, Debbie made a mistake in step 2. Debbie should have added before she subtracted. The order of operations says to add before you subtract.
* Yes, Debbie's work is correct.)

Assessment Boundaries:
* - The question must say, "<<name>> tried to evaluate the expression <<expression>>. Here is <<his/her>> work:
Step 1:<<rewrite of the expression.>>
Step 2: <<rewrite with the next step solved.>>
.......until the solution is found.

- All numbers are less than 50

Common Misconceptions:
* Drops grouping when multiplying or dividing a sum/difference, e.g., 18÷(3+3)=18÷3+3.
* Ignores parentheses and evaluates strictly left to right.
* Misreads PEMDAS as multiplication before division instead of left-to-right precedence.
* Performs addition/subtraction before multiplication/division when no parentheses indicate otherwise.

Difficulty Definitions:
* Easy:
  - No parentheses
* Medium:
  - Parentheses
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.1+5
Standard Description: Evaluate expressions with brackets.

Key Concepts:
*None specified*

Learning Objectives:
* Compare expressions with and without brackets to identify changes in results and explain the reasoning behind these differences.
* Critique and correct errors in expressions evaluated incorrectly due to improper handling of brackets.
* Simplify expressions by removing brackets in step-by-step computations, showing intermediate steps.
* Solve real-world mathematical problems that require the evaluation of expressions with brackets.

Assessment Boundaries:
* Assessment is limited to evaluating expressions with a single set of brackets and no nested or complex expressions. Students should demonstrate understanding of the operation order when using brackets.

Common Misconceptions:
* Students may confuse the different purposes and hierarchy of parentheses, brackets, and braces, thinking they all serve the same function without recognizing the correct order of operations.
* Students often overlook the rule that expressions inside brackets must be solved first before proceeding to outside operations, leading to incorrect calculations.
* Students sometimes neglect to include all components within brackets when translating a mathematical expression from word problems, making errors in evaluation.
* There may be a misunderstanding that brackets indicate multiplication rather than serving primarily as a grouping symbol.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.1+6
Standard Description: Evaluate expressions with braces.

Key Concepts:
*None specified*

Learning Objectives:
* Differentiate between numerical expressions that require the use of braces and those that do not.
* Explain the role of braces in organizing the hierarchy of operations in complex expressions.

Assessment Boundaries:
* Assessment is limited to evaluating numerical expressions with a single level of grouping that includes braces. Nested expressions or combinations with parentheses or brackets are beyond the scope.

Common Misconceptions:
* Students may assume that operations can proceed in any order within nested expressions, rather than adhering to the order of operations and correctly evaluating expressions within the braces first.
* Students may confuse the usage of parentheses, brackets, and braces, treating them as interchangeable without understanding their different roles in expressions. This can lead to improper evaluation order.
* Students may find it challenging to identify and correctly apply the hierarchy within the expression, especially if the expression is complex or includes multiple layers of nesting with all three types of grouping symbols.
* Students might neglect to fully resolve expressions inside braces before moving on to other operations, thus misinterpreting how to apply the order of operations properly.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Arithmetic Expressions: One Operation
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.2+1
Standard Description: Interpret mathematical expressions based on verbal descriptions for one step problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - No variables.
- Whole numbers only. 
- No inequalities or exponents.
- Operations should include addition, subtraction, mutliplication and division.
- Multiplication and division is within 10 by 10 multiplication tables, addition and subtraction is within 100
- Only one operation allowed
- No real word context problems
- Include, "Type x to represent multiplication and / to represent division. Leave the expression unsimplified." as the instruction.
- The question should always be like this:
"""
Write an expression for the operation described below.<br>Description of the expression like (subtract 8 from 10)
"""

Common Misconceptions:
* Concatenates numbers for "add A and B," writing 39 instead of 3+9.
* Confuses "times"/"twice" with addition, writing 8+3 instead of 8x3.
* Evaluates instead of writing an unsimplified expression, sometimes adding an equals sign.
* Reverses order for "subtract A from B" or "divide A by B" phrases.

Difficulty Definitions:
* Easy:
  - Phrases use direct language (e.g. added to, divided by, plus, minus, times, multiplied by, etc) and the numbers are written in numerical form.
* Medium:
  - Phrases aren't direct and use words like double, triple, half, less than, subtracted from, the product of, the sum of, the difference of, quotient of and the numbers are written in numerical form
* Hard:
  - Numbers are written in word form like five divided by seven

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Arithmetic Expressions: Two Operations
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.2+2
Standard Description: Interpret mathematical expressions based on verbal descriptions for two step problems.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how the placement of parentheses affects the outcome of numerical expressions without performing calculations.
* Formulate an expression for a decrease involving a sum (e.g., "ten decreased by the sum of three and five" → 10-(3+5))
* Interpret and restate a numerical expression in words, clarifying the sequence and relationships of the operations involved.
* Represent a product that contains a difference using proper grouping symbols (e.g., "seven times the difference of five and four" → 7 x (5-4))
* Translate a two‑step verbal description into an unsimplified arithmetic expression (e.g., "add 7 to 2, then add 3 to the result" → (2+7)+3)
* Write an expression that models an increase involving a quotient (e.g., "7 increased by the quotient of 6 and 2" → 7+(6÷2))

Assessment Boundaries:
* - No variables.
- Whole numbers only. 
- No inequalities or exponents.
- Operations should include addition, subtraction, mutliplication and division.
- Multiplication and division is within 10 by 10 multiplication tables, addition and subtraction is within 100
- Only two operations
- No word problems
- No fractions, use ÷ to indicate division
- May require up to one set of parentheses
- Ensure that none of the options are mathematically equivalent like (3 x 5)/2 = 3 x 5/2
- The question should always be like:

"""
Choose what expression would describe the sequence of operations described below.<br><br>adding 12 to 4, then dividing the result by 2
Option:
a) (12+4)/2
b) 12 + 4/2
c) 12 + 2/4
"""

Common Misconceptions:
* Confuses sequencing; for example: applies PEMDAS instead of “then,” omitting needed parentheses for grouping.
* Incorrectly reversing the factors in the expression
* Interpret incorrectly the mathematical operation

Difficulty Definitions:
* Easy:
  - Phrases use direct language (e.g. added to, divided by, plus, minus, times, multiplied by, etc) and the numbers are written in numerical form.
* Medium:
  - Includes at least one phrase that isn't direct and use words like double, triple, half, less than, subtracted from, the product of, the sum of, the difference of, quotient of and the numbers are written in numerical form
* Hard:
  Numbers are written in word form in question stem, the answer choice would still be numbers in numerical form.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Writing Numerical Expressions
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.2+3
Standard Description: Write numerical expressions for word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Given a word problem involving two steps, identify which of two expressions can be used to find the answer.

Assessment Boundaries:
* - No variables.
- Whole numbers only. 
- No inequalities or exponents.
- Operations should include addition, subtraction, mutliplication and division.
- May require up to one set of parentheses
- Only real world context word problems

Common Misconceptions:
* Adds rate and days, not rate×days, before adding the starting amount.
* Confuses “each/per” as divide instead of multiply to make equal groups.
* Ignores parentheses for grouped items, writing base + add-on × groups.
* Treats per-item fee as one-time, writing groups×price + fee instead of grouping.

Difficulty Definitions:
* Easy:
  - one operation with two and three digit numbers
  - two operations, numbers ≤20, no parentheses. 
  - Only addition and subtraction
* Medium:
  - 2 operations with a set of parentheses, numbers ≤50
* Hard:
  - 3 operations, with parentheses; numbers ≤100 or numbers > 50
  - May have up to two sets of parentheses but not nested

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 3
Unit Name: Expressions
Cluster ID: CCSS.MATH.CONTENT.5.OA.A
Cluster Name: Write and interpret numerical expressions.
Lesson Name: Writing Equations for Multi-step Problem
Lesson Order: 32.0
Standard ID: CCSS.MATH.CONTENT.5.OA.A.2+4
Standard Description: Represent multi-step problems using equations.

Key Concepts:
*None specified*

Learning Objectives:
* Given a multi-step word problem, write an equation that can be used to find a variable that is defined in the problem (e.g. Sweet Stuff Bakery makes the best desserts! The bakery has 2 shelves of 128 chocolate-covered fruits each and 3 shelves of 56 chocolate-covered pretzels. They want to split all of the chocolate-covered fruits and pretzels evenly between 4 different winners of their photo contest. Which equation can be used to find c, the number of chocolate-covered goodies that each winner will get?)

Assessment Boundaries:
* - Must ask, "Which equation can be used to find <<variable>>, the <<define variable.>> (e.g. Which equation can be used to find c, the cost of the comic book?)
- Numbers are up to two digits 
- Must be a minimum of four sentences.

Common Misconceptions:
* Assigns the variable to a known number rather than the unknown.
* Ignores grouping; multiplies a single addend instead of the entire sum.
* Reverses part–whole; subtracts total from a part to find unknown.
* Treats "each/per" as addition; uses + where × is required.

Difficulty Definitions:
* Easy:
  - involves three terms and two operands and no parentheses
* Medium:
  - involves four numbers and three operands
  - parentheses may be used but only ever contain 2 numbers inside.
  - may involve one or two sets of parentheses
* Hard:
  - involves 5 numbers and four operands
  - parentheses may include up to 4 numbers inside

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: The Coordinate Plane
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.1+1
Standard Description: Identify and describe the components of the coordinate plane, including the x-axis, y-axis, origin, quadrants, and the conventions for plotting and naming points using ordered pairs.

Key Concepts:
*None specified*

Learning Objectives:
* Describe an ordered pair, identifying the x-coordinate (first number), y-coordinate (second number), and its purpose of defining a location.
* Determine the coordinates of points lying on an axis (e.g., that the x-coordinate is 0 for a point on the y-axis).
* Identify the components of the coordinate plane: the x-axis (horizontal line), y-axis (vertical line), and origin (0, 0).
* Relate the x-coordinate to horizontal position and the y-coordinate to vertical position.
* Translate between a verbal description of movement (right and up) and an ordered pair.

Assessment Boundaries:
* Content Constraints (Safety Rails):
- Range: First quadrant only (positive coordinates).
- Number Type: Whole-number coordinates only (no decimals or fractions).
- Scope: Identifying and labeling x-axis, y-axis, origin, and conventions for plotting ordered pairs (e.g., (8, 4) = 8 units right, 4 units up).
Item Specifications (Question Style):
- Format: All questions must use a "Two-Blank Sentence Completion" format.
- Structure: The question stem must be a sentence with two missing terms.
- Answer Style: Multiple-choice options must present paired answers separated by ellipses (e.g., "horizontal . . . x-coordinate").
- Concept Linking: Questions must pair two related concepts, such as:
- Axis direction (horizontal/vertical) $\leftrightarrow$ Coordinate name (x/y).
- Movement (Right/Up) $\leftrightarrow$ Ordered Pair position (First/Second).
- Worked examples - Unless we actually identify the x or y co-ordinate, don't use the example/practice pair with "
Identify the x-coordinate/y-coordinate to determine horizontal/vertical movement"

Common Misconceptions:
* - Assumes a point on an axis has a coordinate of 1 instead of 0.
* - Confuses the horizontal x-axis with the vertical y-axis.
* - Counts the origin as the first unit when locating a coordinate.
* - Reverses the x- and y-coordinates when plotting or identifying a point.

Difficulty Definitions:
* Easy:
  - The question tests the direct definition of a single vocabulary term (e.g., origin, x-axis, x-coordinate, y-coordinate).
* Medium:
  - The question tests the relationship between a coordinate and its direction (horizontal or vertical). (OR)
  - The question requires applying the rule for the coordinates of a point located on an axis. (OR)
  - The question requires translating between a verbal description of movement and an ordered pair.
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: Graphing Points on the Coordinate Plane
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.1+2
Standard Description: Graph points on the coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the role of perpendicular number lines in forming the coordinate plane.
* Graph points on the coordinate plane given the coordinates.

Assessment Boundaries:
* - First quadrant only (positive coordinates).

Common Misconceptions:
* Students begin counting squares from 1 instead of 0 at the origin, shifting every point one unit
* Students move along the y-axis first for the first coordinate instead of along the x-axis
* Students swap the order of an ordered pair, plotting (a, b) as (b, a) and vice versa
* Students treat the origin as a corner of the grid rather than the intersection of the axes, placing first-quadrant points outside the intended area

Difficulty Definitions:
* Easy:
  - one point
* Medium:
  - two points
* Hard:
  - three points

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: Objects on the Coordinate Plane
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.1+3
Standard Description: Find the coordinates of objects on the coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the shape or labeled point on a coordinate plane that corresponds to a given ordered pair.
* Type the ordered pair (x, y) that corresponds to a shape on a coordinate plane.
* Type the x-coordinate or y-coordinate of a shape on a coordinate plane.

Assessment Boundaries:
* - First quadrant only (positive coordinates).
- Coordinates: Whole numbers only, with values from 0 to 10.
- Shapes and Labels: Plotted items are geometric shapes or lettered labels.
- Response Formats: Questions will require one of three response types: a) Type a single number for one coordinate. b) Type an ordered pair. c) Select a shape or label from multiple-choice options.

Common Misconceptions:
* - Begins counting at 1 on an axis instead of at 0.
* - Confuses counting grid lines with counting unit spaces from an axis.
* - Reverses the x- and y-coordinates in an ordered pair.

Difficulty Definitions:
* Easy:
  The question requires the student to type a single coordinate (either the x-coordinate or the y-coordinate) of a given shape.
* Medium:
  The question requires a two-step process involving a full ordered pair and a distinct shape. This includes: a) Typing the full ordered pair (x, y) for a given shape. or b) Identifying a shape at a given ordered pair (x, y).
* Hard:
  The question requires identifying an abstractly labeled point (e.g., Point R) at a given ordered pair, which demands more precise visual discrimination than using distinct shapes.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: *None specified*
Lesson Order: 1080.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.1+4
Standard Description: Recognize a given point in the plane is located by using an ordered pair of numbers, called its coordinates.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate understanding of the coordinate system by identifying the axis corresponding to the first and second number in an ordered pair.

Assessment Boundaries:
* Assessment is limited to recognizing and plotting points in the first quadrant of a coordinate plane using simple whole number coordinates only.

Common Misconceptions:
* Some students might not understand the concept that moving 'right' or 'up' from the origin involves positive numbers, and moving 'left' or 'down' involves negative numbers, leading to inaccurate point plotting on the plane.
* Students may mistakenly think that the two numbers in an ordered pair can be referred to or used interchangeably, not understanding that each number corresponds specifically to either the x-axis or the y-axis.
* Students might believe that all points in the coordinate plane need to lie in the first quadrant, not realizing that a coordinate plane has four quadrants and points can exist in negative planes.
* There can be confusion about the sequence of coordinates; students might reverse the x and y values in an ordered pair, thereby locating the point incorrectly.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.1+5
Standard Description: Understand that the first number in an ordered pair indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.1+6
Standard Description: Understand the convention that the names of the two axes and the coordinates correspond with the x-coordinate being on the x-axis and the y-coordinate being on the y-axis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: Coordinates of Points
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.2+1
Standard Description: Identify the coordinates for points on a coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Answer questions with the stem "What are the coordinates of point X?". This requires the student to type the ordered pair (x, y) for a point plotted on a graph with 2 or 3 other distractor points. Coordinates can be whole numbers or decimals.
* Answer questions with the stem "Which point has coordinates (x, y)?". This requires the student to identify the correct point from a graph containing a total of 3 or 4 points. Coordinates can be whole numbers or decimals.

Assessment Boundaries:
* - Quadrant: First Quadrant only (x≥0, y≥0).
- Coordinates: Whole numbers and decimals (to the nearest 0.5 only), with values from 0 to 10.
- Stimulus: All plotted items are abstract labeled points.
- Number of Points: Graphs will contain a total of 3 or 4 plotted points.
- Question Stems: Strictly limited to "What are the coordinates of point X?" and "Which point has coordinates (x, y)?".
- No real-world context.

Common Misconceptions:
* Interchanging the coordinates and plotting (a, b) as a units up and b units right
* Starting the count from 1 instead of the origin, shifting every point one unit off
* Thinking the order in an ordered pair is irrelevant, so (2, 6) and (6, 2) are viewed as the same location
* When completing rectangles placing the missing vertex diagonally instead of matching one x-value and one y-value to the existing vertices

Difficulty Definitions:
* Easy:
  - The question involves whole number coordinates on a graph with a total of 3 plotted points.
* Medium:
  - The question involves whole number coordinates on a graph with a total of 4 plotted points.
* Hard:
  - The question involves decimal coordinates (to the nearest 0.5), regardless of the number of points on the graph.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: Following Directions on a Coordinate Plane
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.2+2
Standard Description: Given a point, identify which coordinate is a set number of units up and right from it.

Key Concepts:
*None specified*

Learning Objectives:
* Answer questions with the stem: "You move... You end at (x, y). Where did you start?". This requires the student to determine the start point after one or two movements by using inverse operations.
* Answer questions with the stem: "You start at (x, y). You move... Where do you end?". This requires the student to determine the end point after one or two movements.
* Interpret the meaning of the x-coordinate in a contextual ordered pair.
* Interpret the meaning of the y-coordinate in a contextual ordered pair.

Assessment Boundaries:
* - Quadrant: All starting and ending points are constrained to the First Quadrant (x≥0, y≥0).
- Coordinates: All starting points and movement values are whole numbers.
- Number of Movements: Questions will require calculating the result of one or two movements.
- Question Stems: Strictly limited to "Where do you end?" and "Where did you start?".
- Response Format: Students will type the resulting ordered pair.
- For Easy questions, Select only Left and Down movements
- When moving 'left' or 'down' to find an end point, the starting coordinate must be greater than or equal to the number of units moved.

Common Misconceptions:
* - Applies the forward operation to "start unknown" problems instead of the inverse.
* - Performs only the first of two sequential movements.
* - Reverses the operation for a given direction, such as adding for “left.”
* - Swaps the x-coordinate and y-coordinate when applying a movement.

Difficulty Definitions:
* Easy:
  - The question requires a one-step forward calculation (finding the end point after a single movement).
* Medium:
  - The question requires either a two-step forward calculation (finding the end point after two movements) OR a one-step backward calculation (finding the start point after a single movement).
* Hard:
  - The question requires a two-step backward calculation (finding the start point after two movements).

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: Graph Points from a Table
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.2+3
Standard Description: Graph points from a table.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.G.A
Cluster Name: Graph points on the coordinate plane to solve real-world and mathematical problems.
Lesson Name: Analyze Graphed Relationships
Lesson Order: 42.0
Standard ID: CCSS.MATH.CONTENT.5.G.A.2+4
Standard Description: Analyze real world graphs.

Key Concepts:
*None specified*

Learning Objectives:
* (e.g. Customers at Pattie's Pretzels can add toppings to their pretzel orders. The graph shows the relationship between the cost of the toppings and the total cost of the pretzel.
* <<graph>>
* Customers at Pattie's Pretzels can add toppings to their pretzel orders. The graph shows the relationship between the cost of the toppings and the total cost of the pretzel.
* Given a graph of points, given an x value in context, find the y value.
* Given a graph of points, given an x value in context, find the y value.
(e.g. Customers at Pattie's Pretzels can add toppings to their pretzel orders. The graph shows the relationship between the cost of the toppings and the total cost of the pretzel.
<<graph>>
Customers at Pattie's Pretzels can add toppings to their pretzel orders. The graph shows the relationship between the cost of the toppings and the total cost of the pretzel.
The best-selling pretzel at Pattie's, the Caramel Crunch, has $2 worth of toppings. How much would 2 Caramel Crunch pretzels cost?)
* Given a graph of points, given an y value in context, find the x value.
* If Zoe buys 1 magnet, she will have 3 magnets on her refrigerator.)
* If Zoe buys 3 magnets, she will have 5 magnets on her refrigerator.
* Select every statement that correctly pairs an x‑value (things bought, weight added, minutes walked, etc.) with its corresponding y‑value on a graph
* The best-selling pretzel at Pattie's, the Caramel Crunch, has $2 worth of toppings. How much would 2 Caramel Crunch pretzels cost?)

Assessment Boundaries:
* - Whole number coordinates only.
- Quadrant 1 only. A) For questions requiring students to verify relationships, the x and y axes will have a maximum value of 10. B) For questions requiring students to solve multi-step problems, the axes may have maximum values up to 50.
- No axes scaling, negative coordinates, or non-integer values.
- Only real-world context.
- The additional calculation in multi-step problems will only be addition
- Don't use points on Y-axis either in question or in answer options.
- There should be a sentence in question that says, "The graph shows the relationship between ...", which will define how the quantity and X and Y axes are related.
- The answer choices are complete sentences.
- The answer choices always describe a point graphed on the graph, but not on Y-axis.
- Every answer choice must make common sense.

Common Misconceptions:
* - Confuses the x-coordinate and y-coordinate when interpreting a point's value.
* - Ignores a non-zero y-intercept, assuming the relationship starts at the origin.
* - Misinterprets the value of the intervals or scale on an axis.
* - Treats coordinate pairs as two separate, unrelated numbers.

Difficulty Definitions:
* Easy:
  - N/A
* Medium:
  - Select all true statements. The question requires the student to directly interpret the graph to verify the truth of given statements. (Multi Select)
* Hard:
  - The question requires the student to interpret the graph to find data and then perform an additional calculation to solve a multi-step word problem.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.OA.B
Cluster Name: Analyze patterns and relationships.
Lesson Name: Generating Patterns
Lesson Order: 43.0
Standard ID: CCSS.MATH.CONTENT.5.OA.B.3+1
Standard Description: Generate two numerical patterns based on the given rules and starting number.

Key Concepts:
*None specified*

Learning Objectives:
* Complete a table for a two-variable relationship (e.g. Which table shows the pattern y = 10x?)
* Complete a table from a graph (Which table shows the pattern in the graph?)
* Graph ordered pair tables from two different patterns (e.g. Patterns S and T are generated using these rules. Pattern S: Start with 2 and multiply by 2. Pattern T: Start with 2 and add 5. Graph the ordered pairs generated from corresponding terms of Pattern S and Pattern T.)

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.OA.B
Cluster Name: Analyze patterns and relationships.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.5.OA.B.3+2
Standard Description: Identify apparent relationships between corresponding terms in the two patterns.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how to determine patterns in numerical sequences generated from given rules.
* Evaluate how changes in the rule applied to one sequence can affect the terms of another sequence, establishing relationships between their corresponding positions.
* Use visual aids, such as tables or graphs, to identify relationships between corresponding terms in multiple sequences. (Stimulus necessary)

Assessment Boundaries:
* Assessment is limited to identifying relationships between corresponding terms in pairs of numerical patterns generated by simple arithmetic rules, without requiring graphing or forming ordered pairs.

Common Misconceptions:
* Students may mistakenly think that the relationships between terms are arbitrary rather than deriving directly from the operational rules provided.
* Students might confuse the patterns themselves with the relationship between the patterns, failing to identify how the rules build upon each other.
* There can be a misconception that the relationship between corresponding terms is merely coincidental rather than consistent and patterned across the sequences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.OA.B
Cluster Name: Analyze patterns and relationships.
Lesson Name: Relationships in Patterns
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.5.OA.B.3+3
Standard Description: Identify the relationship between corresponding terms of the two patterns.

Key Concepts:
*None specified*

Learning Objectives:
* A.Each term in pattern B is 5 times the corresponding term in pattern A.
* Each term in pattern B is 10 more than the corresponding term in pattern A.
* Each term in pattern B is 10 more than the corresponding term in pattern A. D. Each term in pattern B is 12 more than the corresponding term in pattern A.)
* Each term in pattern B is 12 more than the corresponding term in pattern A.)
* Each term in pattern B is 2 less than the corresponding term in pattern A.
* Given a table that displays all corresponding terms from two numerical patterns (Pattern A as the independent variable and Pattern B as the dependent variable), identify the statement that correctly describes the relationship between the patterns.
(Example): a) Present a fully completed table only in stimulus:
| Pattern A | 0 | 5 | 10 | 15 |
| Pattern B | 7 | 12 | 17 | 22 |
b) then phrase the question as "Which statement is true?" 
c) and then provide the options to be selected by students
A. Each term in pattern B is 7 more than the corresponding term in pattern A.
B. Each term in pattern B is 7 times the corresponding term in pattern A.
* Given the starting numbers and rules for two numerical patterns (Pattern A as input and Pattern B as output), determine the relationship between their corresponding terms *without* a table provided. Follow the question phrasing below as it is.
(Example): Compare Pattern A to Pattern B.
Pattern A: First term is 6. Rule is "subtract 1"
Pattern B: First term is 54. Rule is "subtract 9."
Which statement is true?
A. Each term in pattern B can be found by multiplying the corresponding term in pattern A by 10 and then subtracting 6.
B. Each term in pattern B is 9 times the corresponding term in pattern A.

Assessment Boundaries:
* - Number Types: All input values (starting numbers), generated terms, and numbers used in the rules (e.g., "add 5") will be whole numbers. No fractions, decimals, or negative numbers are used.

- Numerical Limits: All starting numbers, generated terms, and values used within the rules or relationship statements will be less than or equal to 100.

- Pattern Generation Rules: The rules for generating the terms *within* a single pattern (Pattern A or Pattern B) are restricted to one-step addition or subtraction.

- Inter-Pattern Relationships: The relationship *between* the corresponding terms of Pattern A and Pattern B (which is assessed in Tasks 2 and 3) can be either one-step or two-step.
    - One-Step Relationships: Includes all four operations: addition (B = A + k), subtraction (B = k - A), multiplication (B = A * k), and division (B = A / k).
    - Two-Step Relationships: Includes combinations like multiplication followed by addition/subtraction (e.g., B = (A * 4) - 2) or division followed by addition/subtraction (e.g., B = (A / 2) + 11).

- Problem Structure & Format: The assessment is split into three distinct, single-format tasks:
    - Task 1: Identify Relationship from a Completed Table (MCQ - 2 Options)
        - Presentation: Students are shown a *fully pre-populated* table with 3-4 corresponding terms for Pattern A and B. The pattern generation rules (e.g., "add 5") will be displayed.
        - Task: Students must select the correct relationship statement from two choices.
        - Question Stem: "Which statement is true?"
    - Task 2: Identify Relationship from Rules Only (MCQ - 2 Options)
        - Presentation: Students are given *only* the starting numbers and rules for Pattern A and B. **No table is provided.**
        - Task: Students must select the correct relationship statement from two choices.
        - Will follow the question phrasing below as it is and only change numbers and rule add/subtract as needed.( Compare Pattern A to Pattern B. Pattern A: First term is 6. Rule is "subtract 1". Pattern B: First term is 54. Rule is "subtract 9". Which statement is true? A. Each term in pattern B can be found by multiplying the corresponding term in pattern A by 10 and then subtracting 6. B. Each term in pattern B is 9 times the corresponding term in pattern A.)

Common Misconceptions:
* Applies the rule from one pattern (e.g., "add 4") to generate terms for the other pattern.
* Assumes a relationship is true if it works for only the first pair of terms.
* Confuses the relationship between the rules (e.g., "add 2," "add 12") for the relationship between the terms.
* Reverses the relationship (e.g., says "A is 4 times B" instead of "B is 4 times A").

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  The question provides a completed table in stimulus showing two patterns and requires the student to identify the correct statement that describes the relationship between them.
* Hard:
  The question provides only the rules and starting numbers for two patterns (without a table) and requires the student to identify the correct relationship statement.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.OA.B
Cluster Name: Analyze patterns and relationships.
Lesson Name: Using a Rule to Complete a Table and Graph
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.5.OA.B.3+4
Standard Description: Use a rule to complete a table and graph.

Key Concepts:
*None specified*

Learning Objectives:
* Graph the coordinate pairs from a given, completed input/output table.
* Use a given rule (e.g., "Add 3") to complete an input/output table.
* Use a given rule to graph the resulting coordinate pairs (without being given a table to fill in).

Assessment Boundaries:
* - Rule Selection: Rule Selection: For each new problem, a rule is randomly selected by the generation script.
- Inputs/Outputs: All input and output values will be whole numbers. The input values are always 1, 2, 3, and 4.
- Quadrant: All graphing is done in the First Quadrant.
- Graph Scale: The scale of the y-axis adjusts based on the output values.

Common Misconceptions:
* - Applies the rule to the previous output instead of the current input.
* - Confuses the addition and multiplication operations when applying the rule.
* - Ignores the scale on the y-axis, treating each grid line as one unit.
* - Reverses the x and y coordinates when plotting points.

Difficulty Definitions:
* Easy:
  - The question provides a rule and requires the student to complete an input/output table.
* Medium:
  - The question provides a completed input/output table and requires the student to graph the points.
* Hard:
  - The question provides a rule and requires the student to graph the points (without an intermediate table to fill in).

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 4
Unit Name: Patterns and Graphs
Cluster ID: CCSS.MATH.CONTENT.5.OA.B
Cluster Name: Analyze patterns and relationships.
Lesson Name: Two-Variable Relationships
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.5.OA.B.3+5
Standard Description: Identify the matching representations of a functional relationship across equations, tables, graphs, and real-world scenarios.

Key Concepts:
*None specified*

Learning Objectives:
* Given a coordinate graph, identify which table represents the data plotted in the graph. The coordinates in the table and on the graph are all expressed as improper fractions, including both those that simplify to whole numbers and those that do not.
* Given a real-world application that describes two points on a graph, identify which coordinate graph represents the relationship.
* Given an equation of the explicit form y = k + x and a real-world context, identify the table that represents the same relationship.
* Given an equation of the explicit form y = kx and a real-world context, identify the table that represents the same relationship.
* Given images of input/output "machines," each with an input and an output, match the coordinate graph that matches the pattern from the machines..

Assessment Boundaries:
* Global Constraints: 
Quadrant: Quadrant I only (Positive x and y). 
No negative numbers. 
Relationships: Strictly Additive (y = x + b) or Multiplicative (y = kx). Exclusions: No slope-intercept forms (y = mx + b) where m != 1 and b != 0. But don't refer to this relationship in question stem, answer choices or worked example since students are not aware of equations yet.
Relationships: The rules which shouldn't be used y=2x, y=3x,y=4x,y=x+1,y=x+2, y=x+3, y=x+4, y=x+5  and y=x+6. Use any other rules which are Strictly Additive (y = x + b) or Multiplicative (y = kx)


Task-Specific Number Types & Constraints:

I/O Machines -> Graph (Easy): Whole Numbers Only. Simple 1-step rules (e.g., +7, *5). Focus on visual pattern matching. **Graphs must show excatly 4 points in all answer options and those points should be visible clearly in graph.**

Equation -> Table (Medium): Whole Numbers & Decimals. Decimals up to hundredths allowed (e.g., y = x + 2.05). Focus on substitution. In the equation of form y=kx, k is always an integer.

Graph -> Table (Medium): Improper Fractions. Axes are labeled using improper fractions (e.g., 3/2,6/2,1/3,4/3 etc) including both those that simplify to whole numbers and those that do not. Tables must accurately reflect the graphed coordinates, maintaining the improper fraction format only.

Word Problem -> Graph (Hard): Whole Numbers. Scenarios describe recursive patterns (e.g., "Start at 1, grow 2/week"). Students plot discrete points; no algebraic derivation required.

Common Misconceptions:
* - Confuses additive rules with multiplicative rules when determining functional relationships.
* - Identifies the vertical recursive pattern instead of the horizontal functional relationship.
* - Ignores initial values in word problems, assuming all patterns start at the origin.
* - Reverses x and y coordinates when translating tables to coordinate graphs.

Difficulty Definitions:
* Easy:
  Given images of input/output "machines," each with an input and an output, match the coordinate graph that matches the pattern from the machines.
* Medium:
  Given an equation of the form y = k + x, identify the table that represents the same relationship. (OR)
Given an equation of the form y = kx, identify the table that represents the same relationship. (OR)
Given a coordinate graph, identify which table represents the data plotted in the graph. Whole numbers in the table and on the graph are both improper fractions equivalent to whole numbers.
* Hard:
  Given a real-world application that describes two points on a graph, identify which coordinate graph represents the relationship.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5
Standard Description: Fluently multiply multi-digit whole numbers using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multiply by 3 Digit Numbers with Zeros in a Factor
Lesson Order: 44.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+1
Standard Description: Multiply by three digit numbers with zeros in a factor.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a 3 digit number by a 3 digit number with a zero in the ones and the tens place.
* Multiply a 3 digit number by a 3 digit number with a zero in the ones place.
* Multiply a 3 digit number by a 3 digit number with a zero in the tens place (but not the ones place).
* Multiply a 4 digit number by a 3 digit number with a zero in the ones and the tens place.
* Multiply a 4 digit number by a 3 digit number with a zero in the ones place.
* Multiply a 4 digit number by a 3 digit number with a zero in the tens place (but not the ones place).

Assessment Boundaries:
* - Must be written vertically
- Whole numbers only
- Question stem should ONLY be "Multiply:"

Common Misconceptions:
* - Confuses carrying with zero multiplication, leading to incorrect partial sums.
* - Misapplies place value, misaligning partial products when zeros are present.
* - Omits placeholder zeros, causing incorrect shifting in vertical multiplication.
* - Treats zeros as negligible, failing to include them in computations.

Difficulty Definitions:
* Easy:
  - 3 digit by 3 digit
* Medium:
  - 4 digit by 3 digit
* Hard:
  -N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multiply 2 Digit Numbers by 3 Digit Numbers
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+2
Standard Description: Multiply 2 digit numbers by 3 digit numbers

Key Concepts:
*None specified*

Learning Objectives:
* Multiply 2 digit numbers by 3 digit numbers

Assessment Boundaries:
* - Whole numbers only
- Question stem should ONLY be "Multiply:", no question marks
- Only add "Remember to regroup" if the step requires regrouping
- Vertical Multiplication MUST have format: <br><br>$\\begin{array}{r}\\phantom{\\times}xx\\\\\\times\\,xx\\\\\\hline &\\vphantom{\\mathtt{0}} \\\\ \\end{array}$ <br><blank>

Common Misconceptions:
* - Ignores carrying over digits in partial product calculations.
* - Misaligns place values when arranging multi-digit multiplication.
* - Misapplies addition rules when combining partial products.
* - Treats digit multiplications separately, neglecting positional value.

Difficulty Definitions:
* Easy:
  - The three digit number is written first.
* Medium:
  - The two digit number is written first
* Hard:
  - Horizontal multiplication

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multiply 3 Digit Numbers by 3 or 4 Digit Numbers
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+3
Standard Description: Multiply 3 Digit Numbers by 3 or 4 Digit Numbers

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a 3 digit number by a 3 digit number
* Multiply a 3 digit number by a 4 digit number

Assessment Boundaries:
* - Must be written vertically
- Whole numbers only
- Question stem should ONLY be "Multiply:"

Common Misconceptions:
* - Confuses multiplication order, multiplying wrong digit pairs.
* - Ignores place value by multiplying digits without regrouping.
* - Misaligns partial products, failing to shift for tens and hundreds digits.
* - Misapplies carrying rules when product exceeds a single digit.

Difficulty Definitions:
* Easy:
  - 3 digit by 3 digit
* Medium:
  - 3 digit by 4 digit
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: CCSS.MATH.CONTENT.5.NBT.B.5+4
Lesson Order: 0.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+4
Standard Description: CCSS.MATH.CONTENT.5.NBT.B.5+4

Key Concepts:
*None specified*

Learning Objectives:
* Determine the whole-number of groups of size {group_size} that best fits {target}: either the minimum to reach/beat it, or the maximum that remains under it.
* Find the remainder in the context

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Modelling Division with Two Digit Divisors
Lesson Order: 47.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+1
Standard Description: Divide numbers by two digit divisors using models

Key Concepts:
*None specified*

Learning Objectives:
* Divide a three digit number by a two digit number
* Identify which of two model shows a given division by a two digit number expression.

Assessment Boundaries:
* - Requires a model for every problem.
- Three digit divided by two digit only
- Quotient MUST be >= 10

Common Misconceptions:
* - Confuses remainders with count errors in area model divisions.
* - Ignores partial quotient areas in rectangular array division models.
* - Misapplies place value by misgrouping three-digit dividends in models.
* - Overgeneralizes multiplication facts when linking models to division.

Difficulty Definitions:
* Easy:
  - No regrouping needed to find the dividend
  - Divisor of 10, 12, 15
* Medium:
  - May need regrouping to find the dividend
  - Divisors of 11, 13, 14
* Hard:
  - Divisors of 16, 17, 18
  - Must use regrouping to find the dividend
  - Dividend must be over 200

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Interpreting Remainders
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+3
Standard Description: Use the standard long‑division algorithm to divide any whole number of up to four digits by a two‑digit number, and explain both the quotient and any remainder.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the whole-number of groups of size {group_size} that best fits {target}: either the minimum to reach/beat it, or the maximum that remains under it.
* Find the remainder in the context

Assessment Boundaries:
* - Single-step problems (e.g., total cost of items).
- Whole numbers only; no decimals or fractions.
- Must have real world context
- Dividing numbers must have a remainder
- Three digit divided by two digit only
- Must have item after blank (e.g. <br> <blank> benches)

Common Misconceptions:
* - Confuses digit alignment when subtracting the product from the dividend.
* - Ignores remainder by truncating the final partial dividend.
* - Misapplies multiplication facts when calculating each partial product.
* - Misestimates quotient digits by ignoring proper place value roles.

Difficulty Definitions:
* Easy:
  - Only one difficulty level
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide 2-Digit Numbers by 2-Digit Numbers
Lesson Order: 48.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+4
Standard Description: Divide 2-digit numbers by 2-digit numbers

Key Concepts:
*None specified*

Learning Objectives:
* Divide horizontally 2 digit number by a 2 digit number with nonzero remainder
* Divide horizontally 2 digit number by a 2 digit number with zero remainder
* Use long division to divide 2 digit number by a 2 digit number with nonzero remainder
* Use long division to divide 2 digit number by a 2 digit number with zero remainder

Assessment Boundaries:
* - Two digit divided by two digit only
- Question stem should ONLY be "Divide: <br>"
- No context
- Horizontal division should be structured ___ ÷ ____ = <blank> R <blank>
- Vertical division should be structured $\\longdiv{__}{___} = $ <blank> R <blank>

Common Misconceptions:
* - Confuses divisor digits during estimation steps in division.
* - Misapplies multiplication facts instead of division relationships.
* - Overgeneralizes place value by neglecting tens and ones roles.
* - Treats remainders as errors instead of integral parts of quotient.

Difficulty Definitions:
* Easy:
  - Divisor less than 20
* Medium:
  - Divisor larger than 20
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide 3-Digit Numbers by 2-Digit Numbers
Lesson Order: 49.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+5
Standard Description: Divide 3-digit numbers by 2-digit numbers

Key Concepts:
*None specified*

Learning Objectives:
* Divide horizontally 3 digit number by a 2 digit number with nonzero remainder
* Divide horizontally 3 digit number by a 2 digit number with zero remainder
* Use long division to divide 3 digit number by a 2 digit number with nonzero remainder
* Use long division to divide 3 digit number by a 2 digit number with zero remainder

Assessment Boundaries:
* - Three digit divided by two digit only
- Question stem should ONLY be "Divide: <br>"
- No context
- Horizontal division should be structured "___ ÷ ____ = <blank> R <blank>" or  "___ ÷ ____ = <blank>" if there is no remainder
- Vertical division should be structured "$\\longdiv{__}{___} = $ <blank> R <blank>" or  "$\\longdiv{__}{___} = $ <blank>" if there is no remainder

Common Misconceptions:
* - Confuses place value by misaligning dividend groups with two-digit divisor.
* - Misapplies multiplication facts instead of systematically partitioning the dividend.
* - Overestimates quotient digits, leading to subtracting excessive multiples of divisor.
* - Treats division as one-step subtraction, neglecting iterative, place-value strategy.

Difficulty Definitions:
* Easy:
  - No remainder
* Medium:
  - Sometimes remainder can be 0
* Hard:
  - Remainder can never be 0

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide 4-Digit Numbers by 2-Digit Numbers
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+6
Standard Description: Divide 4-digit numbers by 2-digit numbers

Key Concepts:
*None specified*

Learning Objectives:
* Divide horizontally 4 digit number by a 2 digit number with nonzero remainder
* Divide horizontally 4 digit number by a 2 digit number with zero remainder
* Use long division to divide 4 digit number by a 2 digit number with nonzero remainder
* Use long division to divide 4 digit number by a 2 digit number with zero remainder

Assessment Boundaries:
* - Four digit divided by two digit only
- Question stem should ONLY be "Divide: <br>"
- No context
- Horizontal division should be structured "___ ÷ ____ = <blank> R <blank>" or  "___ ÷ ____ = <blank>" if there is no remainder
- Vertical division should be structured "$\\longdiv{__}{___} = $ <blank> R <blank>" or  "$\\longdiv{__}{___} = $ <blank>" if there is no remainder

Common Misconceptions:
* - Assumes remainders are negligible in multi-digit division.
* - Confuses digit grouping in multi-digit division problems.
* - Misapplies place value when estimating multiplication factors.
* - Treats subtraction of partial products without correct regrouping.

Difficulty Definitions:
* Easy:
  - Long division with no remainder
* Medium:
  - Sometimes remainder can be 0
* Hard:
  - Remainder can never be 0

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 5
Unit Name: Whole Number Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+1
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide 4-Digit Numbers by 2-Digit Numbers: Word Problems
Lesson Order: 52.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.6+7
Standard Description: Solve real-world problems involving division.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the whole-number of groups of size {group_size} that best fits {target}: either the minimum to reach/beat it, or the maximum that remains under it.
* Find the remainder in the context

Assessment Boundaries:
* - Single-step problems (e.g., total cost of items).
- Whole numbers only; no decimals or fractions.
- Must have real world context
- Dividing numbers may have a remainder
- Must be a four digit number divided by a two digit number 
- Must have item after blank (e.g. <br> <blank> benches)

Common Misconceptions:
* - Assumes remainders are negligible in multi-digit division.
* - Confuses digit grouping in multi-digit division problems.
* - Misapplies place value when estimating multiplication factors.
* - Treats subtraction of partial products without correct regrouping.

Difficulty Definitions:
* Easy:
  - No remainder
* Medium:
  - May contain remainder
  - Regrouping in more than one step
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Multiplication with Models
Lesson Order: 58.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+5
Standard Description: Multiply decimals using models.

Key Concepts:
*None specified*

Learning Objectives:
* Given a model and a mutliplication problem of two decimals, find the product.

Assessment Boundaries:
* - Decimals only to the tenths place. 
- Products up to the hundredths place.
- Numbers up to and including 1.9
- Question stem should ONLY be "The model shows $__ \\times __$ \n Multiply: $__ \\times __$ = <blank>"

Common Misconceptions:
* - Confuses area models with additive reasoning in decimal multiplication.
* - Ignores place value, treating tenths as whole numbers.
* - Misapplies whole-number multiplication steps to decimals.
* - Misplaces the decimal point when using the standard algorithm.

Difficulty Definitions:
* Easy:
  - Both numbers are less than one.
* Medium:
  - One number is greater than one (but must be less than 2)
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Placement in Multiplication
Lesson Order: 59.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+6
Standard Description: Multiply two decimals: where does the decimal point go?

Key Concepts:
*None specified*

Learning Objectives:
* Given a decimal with a dollar sign being multiplied by a whole number
* Given a decimal with a dollar sign being multiplied by another decimal
* Given two decimals, determine where the decimal in the answer will go.

Assessment Boundaries:
* - All of the answers use the same digits but different decimal placement
- No word problems
- Numbers being multiplied have decimal places up to the thousandths.
- No word questions ("What is ..."), question stem should ONLY be "Multiply:"
- Decimals with dollar sign must go up to hundredth like real money
- Each number must contain only one nonzero digit (e.g., 0.4, 0.06, 5, or 0.09).
- Decimals may appear in tenths or hundredths places, but the whole-number factors (before decimal placement) must each be ≤ 10.
- Answer cannot have 2 decimal places, must be 1 or 3.

Common Misconceptions:
* - Confuses decimal placement with digit ordering, shifting decimals incorrectly.
* - Ignores count of decimal places, misplacing the decimal in the product.
* - Misapplies whole-number multiplication algorithm, neglecting decimal point rules.
* - Treats decimals as whole numbers, inserting decimal arbitrarily in product.

Difficulty Definitions:
* Easy:
  - Placing the decimal when multiplying two decimals.
* Medium:
  - One of the decimals being multiplied has a dollar sign
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multiplying Decimals by Whole Numbers
Lesson Order: 57.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+7
Standard Description: Multiply a decimal by a two-digit whole number

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a decimal by a two digit number.

Assessment Boundaries:
* - Tenths or hundredths multiplied by 2 digit whole numbers (e.g., 48 × 0.4).
- Products up to the hundredths place.
- No rounding
- No word questions ("What is ..."), question stem should ONLY be "Multiply:<br>"
- Vertical multiplication MUST have format: <br><br>$\\begin{array}{r} \\phantom{\\times}x \\\\ \\times \\,x.xx \\\\ \\hline &\vphantom{\mathtt{0}} \\ \end{array}$<br><blank>
- Horizontal subtraction MUST have format: x.xx - x.xx = <blank>

Common Misconceptions:
* - Assumes decimal factor is independent; multiplies digits without adjustment.
* - Ignores correct placement of the decimal point in the product.
* - Misapplies algorithm by treating decimals as whole numbers during multiplication.
* - Overgeneralizes whole number multiplication, neglecting decimal value significance.

Difficulty Definitions:
* Easy:
  - Vertical layout
  - Decimal to the tenths
* Medium:
  - Horizontal layout decimal to the tenths
  - Vertical Decimal to the hundredths
* Hard:
  - Horizontal layout decimals to the hundredths

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multiplying Decimals by Two-Digit Whole Numbers Using Area Models
Lesson Order: 56.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.5+8
Standard Description: Multiply a decimal by a two-digit whole number using area models.

Key Concepts:
*None specified*

Learning Objectives:
* Fill in an area model and find total area for the multiplication of a double digit decimal and a two digit whole number (e.g. __ × __._)

Assessment Boundaries:
* - Decimals up to the tens place.

Common Misconceptions:
* - Confuses multiplication of decimal parts with whole number products.
* - Ignores proper decimal alignment in summing partial areas.
* - Misapplies decimal place value when partitioning the area model.
* - Overgeneralizes area compartments without accounting for ones and tenths.

Difficulty Definitions:
* Easy:
  - Decimal is single digit (e.g. 97 × 4.8)
* Medium:
  - Both numbers are 2 digits (e.g. 89 × 84.4)
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Addition
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+1
Standard Description: Add decimals to hundredths.

Key Concepts:
*None specified*

Learning Objectives:
* Add a whole number and a decimal.
* Add two decimals.

Assessment Boundaries:
* - Two addends with decimals up to hundredths place.
- Addends not exceeding 999.99.
- No multi-step operations involving anything other than addition.
- Both numbers must always have the same number of decimal places
- Whole numbers can have up to three digits
- No word problems
- Vertical subtraction MUST have format: <br><br>$\\begin{array}{r} \\phantom{+}x.xx \\\\ +\\,x.xx \\\\ \\hline &\vphantom{\mathtt{0}} \\ \end{array}$<br><blank>
- Question stem should ONLY be "Add:<br>"
- Whole numbers can NEVER have decimals (e.g. 3.00)
- Vertical alignment MUST have both numbers with same number of decimal places

Common Misconceptions:
* - Ignores trailing zeros needed to equalize decimal places.
* - Misaligns decimals by not lining up decimal points.
* - Misapplies carrying rules due to misaligned place values.
* - Treats decimals as whole numbers and adds them directly.

Difficulty Definitions:
* Easy:
  - Two decimal addends written with the same number of decimal places; no regrouping required 
  - Decimals written vertically and already aligned.
  - Both decimal addends.
* Medium:
  - Requires regrouping
  - Written vertically
* Hard:
  - Requires regrouping
  - Written horizontally

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Division with Decimal Quotients
Lesson Order: 64.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+10
Standard Description: Divide numbers with decimal quotients.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a decimal by a whole number.
* Multiply a decimal by a decimal.
* Multiply a decimal by a whole number.

Assessment Boundaries:
* - Decimals being divided are up to the hundredths place.
- Quotients up to the ten thousandths place.
- No rounding
- No word problem

Common Misconceptions:
* - Assumes adding zeros is unnecessary, leading to miscomputed hundredths or ten-thousandths.
* - Confuses quotient placement by incorrectly placing the decimal point in results.
* - Misapplies shifting decimal points by not aligning dividend and divisor correctly.
* - Treats decimals as whole numbers, ignoring place value during division.

Difficulty Definitions:
* Easy:
  Setup in long division form
Divisor is a single digit
* Medium:
  Setup horizontally
Divisor may be two digit whole number
* Hard:
  Setup horizontally
Dividend is up to the hundreds place and the decimal is up to the hundredths place
the divisor is two digit whole number (909.15 ÷ 76 =)
May be two 2-3 digit whole numbers being divided

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Dividing Decimals by Decimals
Lesson Order: 67.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+11
Standard Description: Divide decimals by decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a decimal by a decimal

Assessment Boundaries:
* - No rounding
- Quotients up to the hundred thousandths place.
- Dividend must be less than 10 but can have decimal places up to ten thousandths place
- Divisor up to hundredths place
- Vertical division should be structured $\\longdiv{__}{___} = $ <blank>
- Horizontal division should be structured ___ ÷ ____ = <blank>
- No word questions ("What is ..."), question stem should ONLY be "Divide:<br>"

Common Misconceptions:
* - Assumes quotient's decimal point directly mirrors dividend’s decimal location.
* - Confuses decimal division with whole-number division, neglecting decimal shift.
* - Ignores place value in decimal division, misaligning digits in the quotient.
* - Misapplies scaling; fails to multiply both numbers by same power of ten.

Difficulty Definitions:
* Easy:
  Setup in vertical long division form
Both decimals up to tens place
* Medium:
  Setup horizontally
Both decimals up to hundreds place
* Hard:
  Setup horizontally
Dividend is up to the ten thousands place and divisor is up to the hundredths place

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multiplying Decimals by Two-Digit Whole Number
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+12
Standard Description: Multiply a decimal by a two-digit whole number.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a decimal by a two-digit whole number

Assessment Boundaries:
* - Tenths or hundredths multiplied by whole numbers (e.g., 48 × 0.4).
- Products up to the hundredths place.
- No rounding
- No word questions ("What is ..."), question stem should ONLY be "Multiply:<br>"
- Vertical multiplication MUST have format: <br><br>$\\begin{array}{r} \\phantom{\\times}x \\\\ \\times \\,x.xx \\\\ \\hline \\end{array}$<br><blank>

Common Misconceptions:
* - Assumes two-digit multipliers require extra decimal shifts in the product.
* - Confuses digit alignment, shifting the decimal point incorrectly in the product.
* - Ignores decimal point placement when multiplying a decimal by a whole number.
* - Misapplies place value by treating decimals as whole numbers during multiplication.

Difficulty Definitions:
* Easy:
  - Vertical layout
  - Decimal to the tenths
* Medium:
  - Horizontal layout decimal to the tenths
  - Vertical Decimal to the hundredths
* Hard:
  - Horizontal layout decimals to the hundredths
  - Both numbers are two digits (e.g. 42 × 66.2)

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Multi-step Multiplication Word Problems Involving Money
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+13
Standard Description: Multiply money amounts: multi-step word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Two-step problem involving multiplication and addition
* Two-step problem involving multiplication and subtraction
* Two-step problem involving multiplication, addition and subtraction

Assessment Boundaries:
* - Decimals up to hundredths
- Must involve multiplying money amounts
- Never more than 1 operation of the same kind (no double addition, subtraction or multiplication)

Common Misconceptions:
* - Confuses dollars and cents by misaligning place value during multiplication.
* - Ignores multi-step structure by misordering operations to compute totals.
* - Misapplies addition instead of multiplication in money word problems.
* - Treats “each” as a single sum, misinterpreting individual price amounts.

Difficulty Definitions:
* Easy:
  1 multiplication and 1 addition/subtraction
* Medium:
  1 multiplication and up to 3 addition/subtraction
* Hard:
  Up to 2 multiplications and up to 4 addition/subtraction
3 operations present (multiplication, addition and subtraction)

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Word Problems
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+14
Standard Description: Solve word problems involving decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Add two decimals
* Divide a decimal by a whole number.
* Divide two whole numbers that result in a decimal
* Multiply two decimals
* Subtract two decimals

Assessment Boundaries:
* - Must be word problems
- Decimals up to thousandths

Common Misconceptions:
* - Ignores place value differences in decimals of varying lengths.
* - Misaligns decimal points during addition and subtraction.
* - Overgeneralizes whole-number procedures to decimal operations.
* - Rounds decimals prematurely, losing necessary precision.

Difficulty Definitions:
* Easy:
  Decimals to the tenths
* Medium:
  Decimals to the hundredths
* Hard:
  N/a

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Division with Decimal Quotients
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+15
Standard Description: Divide decimals by whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a decimal by a whole number.
* Divide two whole numbers that result in a decimal

Assessment Boundaries:
* - Decimals being divided are up to the hundredths place.
- Quotients up to the ten thousandths place.
- No rounding
- Long division should be structured $\\longdiv{__}{___} = $ <blank>
- Horizontal division should be structured ___ ÷ ____ = <blank>
- No word questions ("What is ..."), question stem should ONLY be "Divide:<br>"

Common Misconceptions:
* - Assumes adding zeros is unnecessary, leading to miscomputed hundredths or ten-thousandths.
* - Confuses quotient placement by incorrectly placing the decimal point in results.
* - Misapplies shifting decimal points by not aligning dividend and divisor correctly.
* - Treats decimals as whole numbers, ignoring place value during division.

Difficulty Definitions:
* Easy:
  Setup in long division form
Divisor is a single digit
Quotient can go up to hundredths place
* Medium:
  Setup horizontally
Divisor may be two digit whole number
Dividend is up to the tens place and the decimal is up to the tenths place
If both dividend and divsor are whole numbers, quotient can go up to tenths place
Quotient can go up to thousandths place
* Hard:
  Setup horizontally
Dividend is up to the hundreds place and the decimal is up to the hundredths place
the divisor is two digit whole number (909.15 ÷ 76 =)
May be two 2-3 digit whole numbers being divided
If both dividend and divsor are whole numbers, quotient can go up to hundreths place
Quotient can go up to ten thousandths place

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Operations
Lesson Order: 71.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+16
Standard Description: Add, subtract, multiply, and divide decimals

Key Concepts:
*None specified*

Learning Objectives:
* Add two decimals
* Divide a decimal by a whole number.
* Divide two whole numbers that result in a decimal
* Multiply two decimals
* Subtract two decimals

Assessment Boundaries:
* - No word questions ("What is ..."), question stem should ONLY be "Add:<br>" or "Subtract: <br>" or "Multiply:<br>" or "Divide:<br>" 
- Decimals up to hundredths
- Vertical multiplication MUST have format: <br><br>$\\begin{array}{r} \\phantom{\\times}x \\\\ \\times \\,x.xx \\\\ \\hline \\end{array}$<br><blank>
- Long division should be structured $\\longdiv{__}{___} = $ <blank>
- Horizontal division should be structured ___ ÷ ____ = <blank>
- Vertical subtraction MUST have format: <br><br>$\begin{array}{r} \phantom{-}x.xx \\ -\,x.xx \\ \hline \end{array}$<br><blank>
- Horizontal subtraction MUST have format: x.xx - x.xx = <blank>

Common Misconceptions:
* - Confuses shifting decimal places during division of decimals.
* - Misaligns decimal points when adding or subtracting decimals.
* - Treats decimals as whole numbers in multiplication, ignoring place value.
* - Uses whole number procedures on decimals, neglecting decimal point adjustment.

Difficulty Definitions:
* Easy:
  Result has decimals up to tenths 
Vertical layout
* Medium:
  Result has decimals up to hundredths
Horizontal
* Hard:
  N/a

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Subtraction
Lesson Order: 54.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+2
Standard Description: Subtract decimals to hundredths.

Key Concepts:
*None specified*

Learning Objectives:
* Perform decimal subtraction using properties of operations, such as commutative or associative properties, to verify accuracy of the result.
* Solve a word problem involving adding decimals.
* Subtract a decimal from a whole number.
* Subtract a whole number from a decimal.
* Subtract two decimals.

Assessment Boundaries:
* - Problems with and without regrouping.
- Decimals up to hundredths place.
- No negative results
- Question stem should ONLY be "Subtract: <br>"
- No word problems.
- Vertical subtraction MUST have format: <br><br>$\begin{array}{r} \phantom{-}x.xx \\ -\,x.xx \\ \\hline &\vphantom{\mathtt{0}} \\ \end{array}$<br><blank>
- Horizontal subtraction MUST have format: x.xx - x.xx = <blank> 
- Whole numbers can NEVER have decimals (e.g. 3.00)
- Vertical alignment MUST have both numbers with same number of decimal places

Common Misconceptions:
* - Assumes missing decimal digits need not be replaced with zeros.
* - Ignores place value by subtracting digits without aligning decimals.
* - Misaligns decimal points when subtracting tenths and hundredths.
* - Misapplies regrouping, treating decimal borrowing like whole number subtraction.

Difficulty Definitions:
* Easy:
  - No regrouping.
  - Both numbers show the same number of decimal places
  - The problem is presented vertically and the place values are already aligned
* Medium:
  - One regrouping is required.  
  - Decimals may differ in length (tenths vs. hundredths).
* Hard:
  - Regroupings are necessary. There may be multiple regroupings, including regrouping through one or more zeros or from the whole-number place (e.g., 7.00 – 3.89).  
  - Decimals can differ in length and include internal zeros.
  - Must be horizontal subtraction

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Addition and Subtraction Word Problems
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+3
Standard Description: Solve word problems involving additing and subtracting with decimal numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Add decimals.
* Demonstrate the multiplication of decimals through a step-by-step written method, elaborating on how base-ten units are composed and decomposed throughout the process.

Assessment Boundaries:
* - Numbers within 1,000.
- Decimals must all have same number of decimal places
- Decimals up to the hundredths place.
- Only word problems 
- Contexts involving things like weights, distances, financial transactions, etc.
- Vertical subtraction MUST have format: <br><br>$\\begin{array}{r} \\phantom{-}x.xx \\\\ +\\,x.xx \\\\ \\hline &\vphantom{\mathtt{0}} \\ \end{array}$<br><blank>
- Horizontal subtraction MUST have format: x.xx - x.xx = <blank>

Common Misconceptions:
* - Assumes addition and subtraction are interchangeable, disregarding operation signs.
* - Ignores contextual cues, adding quantities without proper unit alignment.
* - Misaligns decimals when adding or subtracting decimal numbers.
* - Treats decimal subtraction like whole-number subtraction, neglecting place value.

Difficulty Definitions:
* Easy:
  - No regrouping.
  - Both numbers show the same number of decimal places
  - 2 decimals
* Medium:
  - One regrouping is required.  
  - Decimals may differ in length (tenths vs. hundredths).
  - 2 decimals
* Hard:
  - Regroupings are necessary. There may be multiple regroupings, including regrouping through one or more zeros or from the whole-number place
  - Decimals can differ in length and include internal zeros.
  - 4 numbers added/subtracted

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Divide Decimals Using Blocks
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+5
Standard Description: Divide decimals by using place value blocks.

Key Concepts:
*None specified*

Learning Objectives:
* Given a visual model showing a decimal dividend d split into n equal parts, write and solve the equation d ÷  ? = q to determine the divisor.
* Given a visual model that partitions a decimal dividend d into n equal groups, complete the equation d ÷  n = ? to find the quotient.
* Given a visual model with n equal groups of size q, complete the equation ? ÷  n = q to find the unknown dividend.

Assessment Boundaries:
* - Decimals may not have more than two decimal place values.
- The equation must be a decimal divided by a whole number equals a decimal, d ÷  n = q, where d and q are decimals.
- The whole number must be small enough to be able to be modeled through place value blocks.
- No real world context
- Requires place value blocks
- Problems should not be so complex as to require the use of an algorithm (e.g., 0.37 ÷ 0.05).
- Question stem MUST be “This model represents a division equation. <br>Complete the equation to match the model.<br>”

Common Misconceptions:
* - Assumes grouping remains unchanged without adjusting for decimals.
* - Confuses place value blocks grouping; misaligns decimal digits during division.
* - Ignores required decimal shift when mapping dividend onto blocks.
* - Misapplies place value: treats tenths and ones as equivalent units.

Difficulty Definitions:
* Easy:
  - Given a visual model that partitions a decimal dividend d into n equal groups, complete the equation d ÷  n = ? to find the quotient.
* Medium:
  - Given a visual model showing a decimal dividend d split into n equal parts, write and solve the equation d ÷  ? = q to determine the divisor.
* Hard:
  - Given a visual model with n equal groups of size q, complete the equation ? ÷  n = q to find the unknown dividend.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 6
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.5.NBT.B+2
Cluster Name: Perform operations with multi-digit whole numbers and with decimals to hundredths.
Lesson Name: Decimal Multiplication
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.5.NBT.B.7+9
Standard Description: Multiply decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Given a completed multiplication equation, determine where to place the decimal.
* Multiply a decimal by a decimal.
* Multiply a decimal by a whole number.

Assessment Boundaries:
* - Decimals being mutiplied are up to the hundredths place.
- Products up to the thousandths place.
- No rounding
- No word problem
- No word questions ("What is ..."), question stem should ONLY be "Multiply:"
- Vertical multiplication MUST have format: <br><br>$\\begin{array}{r} \\phantom{-}x.xx \\\\ x\\,x.xx \\\\ \\hline &\vphantom{\mathtt{0}} \\ \end{array}$<br><blank>
- Horizontal multiplication MUST have format: x.xx - x.xx = <blank>

Common Misconceptions:
* - Misplaces the decimal point by neglecting proper place value adjustment.
* - Multiplies decimals as whole numbers, then incorrectly reinserts the decimal.
* - Overgeneralizes multiplication, expecting product decimals to match multiplicands’ digits.
* - Treats decimals as integers, ignoring the significance of fractional digits.

Difficulty Definitions:
* Easy:
  - Both decimals are less than 1 and up to tenths place.  
  - Must be vertically
* Medium:
  - At least 1 number is a decimal larger than 1 but less than 10.
  - May be written vertically or horizontally
* Hard:
  - Both decimals are larger than 10
  - Must be written horizontally

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1
Standard Description: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Least Common Denominator
Lesson Order: 74.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1+1
Standard Description: Find the least common denominator for two or more fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Answer questions with the stem: "What is the least common denominator of...?". This requires the student to find and type the LCD for two given fractions.
* Answer questions with the stem: "Write equivalent fractions for... using the least common denominator.". This requires the student to find the LCD for a set of fractions (2,3 or 4 fractions) and then type the entire equivalent fraction (e.g., 15/24) for each blank.
* Find the greatest common divisor of two whole numbers ≤ 100
* Identify the least common denominator of two fractions.
* Rewrite two fractions as fractions with the least common denominator.

Assessment Boundaries:
* - Number of Fractions: Students will work with sets of 2, 3, or 4 fractions.
- Fractions: The given fractions can be proper or improper.
- Denominators: Denominators will be whole numbers, typically between 2 and 12. 
- None of the denominators should be 4 or 7. And one denominator must be 2.
- No word problems
- Only generate questions related to task  "Answer questions with the stem: "What is the least common denominator of...?". This requires the student to find and type the LCD for two given fractions."

Common Misconceptions:
* - Adds the denominators together to find the common denominator.
* - Confuses the least common multiple (LCM) with the greatest common factor (GCF).
* - Multiplies the denominators together to find a common, but not least, denominator
* - Selects the largest given denominator as the least common denominator.

Difficulty Definitions:
* Easy:
  - The question requires the student to find the least common denominator for two fractions.
* Medium:
  - The question requires the student to write equivalent fractions for two fractions using the LCD.
* Hard:
  - The question requires the student to write equivalent fractions for three or four fractions using the LCD.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Adding Fractions Using Models
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1+2
Standard Description: Add fractions less than one with unlike denominators.

Key Concepts:
*None specified*

Learning Objectives:
* 'Add.<br/>a/b + c/d = ___<br/>Use the model to help you. '
* Add two proper fractions when one denominator is a factor of the other. Generate a question that includes a visual model for adding two proper fractions. The question's text must follow this exact template: 'Add. <br/>Use the model to help you. <br/>a/b + c/d = ___'
* Add two proper fractions whose denominators share a common factor but are not multiples
* Add two proper fractions with co-prime denominators

Assessment Boundaries:
* - Fractions: Students will add two proper fractions.
- Denominator Relationship: The fractions will have unlike denominators, where one denominator is always a direct multiple of the other.
- Denominator Range: The denominators used will be limited to 2, 3, 4, 5, 6, 8, 9, 10, and 12.
- Answer Format: The final sum may be a proper or improper fraction. Answers must be reduced to lowest terms.

Common Misconceptions:
* - Adds the numerators and adds the denominators directly.
* - Adds the numerators but keeps the larger of the two denominators.
* - Changes a denominator to a common denominator but not its corresponding numerator
* - Converts to a common denominator then incorrectly adds the denominators in the sum.

Difficulty Definitions:
* Easy:
  - The question results in a sum that is a proper fraction.
* Medium:
  - The question results in a sum that is an improper fraction
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Adding Fractions and Mixed Numbers
Lesson Order: 76.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1+3
Standard Description: Add fractions and mixed numbers with unlike denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Answer questions with the stem: "Add. Write your answer as a fraction or as a whole or mixed number." This requires the student to find the sum of two numbers with unlike, unrelated denominators. The numbers will be either a mixed number and a proper fraction, or two mixed numbers.

Assessment Boundaries:
* - Number Types: Students will add either a mixed number and a proper fraction or two mixed numbers.
- Denominators: The fractions will have unlike and unrelated denominators, requiring students to find a common denominator (e.g., for 5 and 7, the LCD is 35).
- Answers must be reduced to lowest terms.
- May require regrouping.

Common Misconceptions:
* - Adds numerators together and denominators together without finding a common denominator.
* - Fails to regroup the whole number when the fraction sum is improper.
* - Finds a common denominator but fails to create equivalent numerators.
* - Ignores the whole number part of the mixed number in the final answer.

Difficulty Definitions:
* Easy:
  - The question involves adding numbers where the denominators are from the set {2, 3, 4, 5, 6, 8, 9, 10}. These are small, common denominators whose least common multiple is easily found.
* Medium:
  - The question involves adding numbers where at least one denominator is a larger prime number from the set {7, 11, 13, 19}.
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Adding and Subtracting Fractions
Lesson Order: 78.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1+4
Standard Description: Add and subtract proper fractions with unlike, unrelated denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Answer questions with the exact stem: 'Add. a/b + c/d = ___' This requires the student to find the sum of two proper fractions with unlike, unrelated denominators.
* Answer questions with the exact stem: 'Subtract.<br/>a/b + c/d = ___' This requires the student to find the difference between two proper fractions with unlike, unrelated denominators.
* Subtract two proper fractions whose denominators share a common factor but are not multiples
* Subtract two proper fractions with co-prime denominators

Assessment Boundaries:
* - Fractions: Students will add or subtract two proper fractions. 
- Denominators: The fractions will have unlike and unrelated denominators, requiring students to find the least common multiple (LCM).
- Denominator Range: Denominators will be between 2 and 20.
- No word problems

Common Misconceptions:
* - Adds the numerators after finding a common denominator.
* - Converts only one fraction to an equivalent form.
* - Finds a common denominator but subtracts the original numerators.
* - Subtracts numerators and subtracts denominators.

Difficulty Definitions:
* Easy:
  - Problems may have prime or composite denominators, but the final answer does not require simplification.
* Medium:
  - Problems involve two composite denominators (e.g., 6, 8, 10, 12), and the final answer does not require simplification.
* Hard:
  - Problems can have any combination of denominator types, but the final answer always requires simplification.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Subtracting Fractions and Mixed Numbers
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1+5
Standard Description: Subtract fractions and mixed numbers with unlike denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Answer questions with the stem: "Subtract. Write your answer as a fraction or as a whole or mixed number." This requires the student to find the difference between two numbers with unlike, unrelated denominators. The problems will involve either a proper fraction being subtracted from a mixed number or the subtraction of two mixed numbers.
* Subtract a mixed number from a larger improper fraction with regrouping
* Subtract a mixed number from a larger improper fraction without regrouping
* Subtract a mixed number from a larger whole number with regrouping
* Subtract a proper fraction from a larger mixed number with regrouping
* Subtract a proper fraction from a larger mixed number without regrouping
* Subtract a whole number from a larger mixed number without regrouping
* Subtract an improper fraction from a larger mixed number with regrouping
* Subtract an improper fraction from a larger mixed number without regrouping
* Subtract one mixed number from another when regrouping is required

Assessment Boundaries:
* - Number Types: Students will subtract either a proper fraction from a mixed number or two mixed numbers.
- Denominators: The fractions will have unlike and unrelated denominators.
- Regrouping: Problems are a mix of those that require regrouping (borrowing) from the whole number and those that do not.
- Answers must be reduced to lowest terms.
- No Real word context/word problems.

Common Misconceptions:
* Believing you can subtract the numerators and denominators independently (e.g., 5/6 − 1/3 = 4/3)
* Borrowing incorrectly when the fractional part of the minuend is smaller than the subtrahend, resulting in negative numerators or ignoring the need to regroup from the whole number
* Failing to create equivalent fractions with a common denominator before subtracting mixed numbers
* Using visual models with different‐sized wholes (e.g., circles for thirds and rectangles for fourths) and assuming the pieces are directly comparable

Difficulty Definitions:
* Easy:
  - It does not require regrouping and All denominators are from the set {2, 3, 4, 5, 6, 8, 9, 10}.
* Medium:
  -The question meets exactly one of the following criteria:
It requires regrouping (OR) It uses at least one denominator from the set {7, 11, 13, 14, 19}
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Adding Mixed Numbers
Lesson Order: 75.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.1+6
Standard Description: Add mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Add two mixed numbers.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Estimating Fraction Sums and Differences
Lesson Order: 83.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+1
Standard Description: Estimate sums and differences of fractions using benchmarks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Adding and Subtracting Fractions: Word Problems
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+3
Standard Description: Solve one-step word problems involving the addition or subtraction of proper fractions with unlike denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Read and interpret a one-step word problem to determine whether to add or subtract. This requires the student to find the sum or difference of two proper fractions and write the answer in simplest form.

Assessment Boundaries:
* - Real-world context
- Problem Type: Students solve one-step word problems.
- Number Types: All numbers in the problems are proper fractions.
- Denominators: The fractions will have unlike denominators. Denominators can be up to 20.
- Answer Format: Answers must be written as a simplified fraction (proper or improper) or a mixed number. 
- Question stem itself should include "Write your answer as a fraction or as a whole or mixed number. " and there is no need for "instructions" field.
- Restrictions: No mixed numbers in the questions; no multi-step problems.

Common Misconceptions:
* Adds or subtracts the numerators and denominators directly.
* Adds or subtracts the numerators and uses the larger denominator.
* Chooses the incorrect operation based on the word problem's language.
* Finds a common denominator but fails to create equivalent numerators.

Difficulty Definitions:
* Easy:
  The question involves fractions where one denominator is a direct multiple of the other. Example: In a problem with denominators of 4 and 8, only one fraction needs to be changed.
* Medium:
  The question involves fractions where the denominators are unrelated single-digit numbers (e.g., 2 and 3, 3 and 4, 3 and 5). Example: In a problem with denominators of 3 and 5, the student must change both fractions to find the common denominator of 15.
* Hard:
  The question involves fractions where the denominators are unrelated, and at least one is a two-digit number (e.g., 8 and 20, 8 and 12). Example: In a problem with denominators of 8 and 20, the student must perform a more complex calculation to find the least common denominator of 40.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Add and Subtract Fractions and Mixed Numbers in Recipes
Lesson Order: 82.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+4
Standard Description: Solve one-step word problems within a recipe context that require adding or subtracting fractions and mixed numbers with unlike denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Read a recipe table and solve word problems by adding fractions and mixed numbers.
* Read a recipe table and solve word problems by subtracting fractions and mixed numbers.
* Read a recipe table and solve word problems to find the total for a "double" or "triple" recipe by using repeated addition of a single ingredient's quantity.
* Solve a three-step word problem involving only additions of fractions.
* Solve a three-step word problem involving only subtractions of fractions.
* Solve a three-step word problem mixing additions and subtractions of fractions.
* Solve a two-step word problem involving addition followed by subtraction.
* Solve a two-step word problem involving subtraction followed by addition.
* Use number sense and estimation to predict the reasonableness of answers after solving subtraction word problems with unlike denominators using equations.

Assessment Boundaries:
* - Context: Problems based on ingredient lists from recipe cards (tables).
- Operations: Add or subtract fractions and mixed numbers.
- Fractions: Proper fractions and mixed numbers.
- Denominators: Unlike, up to 20.
- Answer Format: Simplified positive fraction or mixed number.
- Question Format: Each problem presents a single question with a recipe table containing only the relevant ingredients plus a few distractors.
- Generate questions related to this task only "- Read a recipe table and solve word problems to find the total for a "double" or "triple" recipe by using repeated addition of a single ingredient's quantity."

Common Misconceptions:
* Adds or subtracts the numerators and also the denominators.
* Finds a common denominator but fails to create equivalent numerators.
* Subtracts the smaller fraction from the larger, ignoring the need to regroup.

Difficulty Definitions:
* Easy:
  Add/subtract proper fractions where one denominator is a multiple of the other.
Example: 1/2 + 3/8
* Medium:
  Either "Add/subtract fractions or mixed numbers with unrelated, single-digit denominators, requiring conversion of both.
Example: 2/3 + 1/4" OR "Doubling a single ingredient through repeated addition"
* Hard:
  Either "Add/subtract mixed numbers requiring regrouping (borrowing), or use denominators where at least one is a two-digit number.
Example: 3 1/4 - 1 2/3" Or "Tripling a single ingredient through repeated addition"

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Adding and Subtracting Mixed Numbers: Word Problems
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+5
Standard Description: Solve one-step word problems that require adding or subtracting mixed numbers with unlike denominators.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem involving adding fractions.
* Solve a word problem involving subtracting fractions.

Assessment Boundaries:
* - Real-world context
- One step problems only.
- Solutions requiring common denominators and simplification.
- May require regrouping.
- At least one number must be a mixed number, whole number, or an improper fraction.
- Limit denominators to 2, 3, 4, 5, 6, 7, 8, 9, 10,11 and 12. Common denominators should be found using multiplication facts within 10 × 10 (i.e., products not exceeding 100).
- Answers must be reduced to lowest terms.

Common Misconceptions:
* Adds the numerators and adds the denominators.
* Adds the numerators and incorrectly uses the largest denominator.
* Finds a common denominator but forgets to change the numerators.
* Subtracts the numerators and subtracts the denominators.

Difficulty Definitions:
* Easy:
  The question involves fractions with like denominators and does not require regrouping.
* Medium:
  The question involves fractions with like denominators but does require regrouping.
* Hard:
  The question involves fractions with unlike denominators (with or without regrouping).

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+6
Standard Description: Use number sense of fractions to estimate mentally and assess the reasonableness of answers to word problems involving addition and subtraction of fractions referring to the same whole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 7
Unit Name: Fraction Addition and Subtraction
Cluster ID: CCSS.MATH.CONTENT.5.NF.A
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+7
Standard Description: Solve word problems involving addition and subtraction of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Apply estimation strategies with benchmark fractions to assess the reasonableness of answers in addition and subtraction fraction problems.
* Explain the strategies used to solve fraction word problems and justify the solutions with logical reasoning.
* Interpret and solve multi-step word problems that involve a combination of addition and subtraction of fractions.
* Solve word problems involving the addition of fractions with like denominators accurately and represent the solution using visual fraction models.
* Solve word problems involving the subtraction of fractions with like denominators accurately and represent the solution using equations.
* Use mental math and number sense to estimate and verify solutions for word problems involving fraction addition and subtraction.

Assessment Boundaries:
* Assessment is limited to solving word problems involving the addition and subtraction of fractions with both like and unlike denominators using visual fraction models or equations. Estimation strategies using benchmark fractions should be excluded unless explicitly stated in a problem context. The assessment will specifically focus on understanding and applying equations for the solution processes without the requirement of finding a least common denominator as part of the task, unless specified.

Common Misconceptions:
* Some students believe that when adding fractions, only the numerators should be added and the denominators should remain unchanged, resulting in an incorrect operation.
* Students may confuse the numerator and denominator when adding or subtracting fractions, especially in word problems where both have context-specific meanings.
* Students may struggle with the concept of a common denominator, often adding fractions as if their denominators were the same, leading to an incorrect sum.
* There might be a misunderstanding that fractions with unlike denominators cannot be added or subtracted, causing students to give up or incorrectly attempt to solve the problem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Understanding the Fraction Bar
Lesson Order: 84.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.3+1
Standard Description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b) and solve word problems involving division of whole numbers resulting in fractional answers.

Key Concepts:
*None specified*

Learning Objectives:
* Question asks students to, "Divide. Write your answer as a proper fraction, a whole number, or a mixed number."

Assessment Boundaries:
* - Only use whole numbers for the divisor and dividend of a fraction.
- No word problems.
- Up to two digit divided by two digit
- The answer should always be either a proper fraction(not a mixed number) or whole number which is less than 10.
- Each question would be in format:
"""
Divide. Write your answer as a proper fraction or as a whole number.<br>
7 ÷ 28 = <blank>
"""

Common Misconceptions:
* Assumes any expression containing the same numbers (like whole ÷ fraction or fraction ÷ whole) is equivalent to the fraction without checking order or type of divisor
* Mixes up “number of parts” with “size of each part,” thinking a/b means splitting b items among a people rather than a items among b people
* Reverses dividend and divisor, interpreting a/b as b ÷ a (e.g., choosing 11 ÷ 4 for 4/11)
* Treats the fraction bar as addition or multiplication, so selects a + b or a × b instead of a ÷ b

Difficulty Definitions:
* Easy:
  - Dividend and divisor both are single digit number
* Medium:
  - Atleast one of dividend and divisor is a two digt number
* Hard:
  -N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Writing Remainders as Fractions
Lesson Order: 85.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.3+2
Standard Description: Fluently divide multi-digit numbers using the standard algorithm, resulting in fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Question asks students to, "Divide. Write your answer as a proper fraction, a whole number, or a mixed number.

Assessment Boundaries:
* - Only use whole numbers for the divisor and dividend of a fraction.
- Ensure that the answer is always a whole number, less than 10.
- no word problems
- Each question would be in format:
"""
Divide. Write your answer as a proper fraction, a whole number, or a mixed number.<br>
2 ÷ 2 = <blank>
"""

Common Misconceptions:
* Assuming the quotient must be a whole number and rounding or truncating instead of expressing the result as a mixed number
* Forming the fractional part incorrectly by putting the remainder over the dividend rather than over the divisor
* Reversing numerator and denominator when turning the remainder into a fraction, resulting in divisor ⁄ remainder instead of remainder ⁄ divisor
* Writing the answer as “quotient R remainder” (or dropping the remainder entirely) instead of converting the remainder into a fraction with the divisor as denominator

Difficulty Definitions:
* Easy:
  - Dividend and divisor both are single digit number
* Medium:
  - Atleast one of dividend and divisor is a two digt number
* Hard:
  -N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Fractions as Division Word Problems
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.3+3
Standard Description: Solve word problems that involve dividing integers and result in fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems that involve dividing integers and result in fractions.

Assessment Boundaries:
* - Only word problems with atleast 3 statements one giving the background, second statement about the problem and third statement asking the question, followed by "<em>Write your answer as a proper fraction or mixed number.</em>" . For example:
"""
Clare, Duncan, and Maura decided to split a pepperoni pizza and a cheese pizza after their soccer game. They ate all the pizza they ordered, and each person had the same amount.
<br><br>How much pizza did each person eat?
<br><br><em>Write your answer as a proper fraction or mixed number.</em><br>
<blank>
"""
- Don't always use Pizza as a use case, use random use cases to frame the question. 
- Don't use any numbers and only generate Hard questions without numbers.
- Division of whole numberes only
- The answer can only be a proper fraction or a mixed number.

Common Misconceptions:
* Force a decimal answer or keep dividing until it “comes out even,” thinking a fraction is not an acceptable final form
* Leave the quotient as an unreduced or improper fraction rather than a simplified proper fraction or mixed number
* Record the result as “___ R ___” instead of turning the remainder into a fractional part of the divisor
* Swap dividend and divisor when forming the fraction, e.g., writing 20/45 instead of 45/20

Difficulty Definitions:
* Easy:
  - Exactly one division with divisor less than 20 and answer should lead to a proper fraction and not mixed numbers
* Medium:
  - Exactly one division with divisor less than 20 and answer should be a mixed numbers without needing simplification
* Hard:
  - Multistep problem with either aggregation required (e.g., sum items from 2 groups/types before dividing), or Unit conversion or unit inference (e.g., “foot-long” ⇒ 1 ft per roll) with divisor greater than 10 and final answer must be a mixed number
  - Question which doesn't use any numbers like : 
"""
Ariel, Nicholas, and Meg decided to split a pepperoni pizza and a cheese pizza after their soccer game. They ate all the pizza they ordered, and each person had the same amount.
How much pizza did each person eat?
Write your answer as a proper fraction or mixed number.
"""

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.3+4
Standard Description: Solve word problems involving division of whole numbers leading to answers in the form of mixed numbers by using visual fraction models to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.3+5
Standard Description: Solve word problems involving division of whole numbers leading to answers in the form of mixed numbers by using equations to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Fraction of Numbers
Lesson Order: 94.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+1
Standard Description: Solve problems by finding the fraction of a whole number or multiplying a whole number by a fraction.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a proper fraction by a whole number when the product is > 1 and convert the simplified result to a mixed number.
* Multiply a proper fraction by a whole number ≤ 100 or whole number ≤ 100 by a fraction and express the product in simplest form p/q or whole number.

Assessment Boundaries:
* - Whole numbers ≤ 100 and fractions with denominators ≤ 12.
- Proper fractions , whole numbers only (no decimals) in question.
- Question stem should exactly be like "Multiply. Write your answer as a fraction or as a whole or mixed number. <br/> [fraction latex] x [Whole Number]" or "Multiply. Write your answer as a fraction or as a whole or mixed number. <br/> [Whole Number] x [fraction latex]"
- No mixed fractions in question.
- No real-world context
- Answers should be in fractions (p/q) or whole number or mixed fraction. p/q and mixed number if available both should be valid answers.
- fractions in question numerator <10 and denominator <15

Common Misconceptions:
* Assuming the product will always be bigger because they overgeneralize whole-number multiplication to fractions
* Multiplying both numerators and denominators, giving answers like (2/3) × 4 = 8/12 instead of treating 4 as 4/1
* Reversing the order when finding “a/b of q,” dividing q by a then multiplying by b, which yields an incorrect result
* Using models with different-sized wholes (a circle for thirds, a rectangle for fourths) and drawing conclusions from the mismatched visuals

Difficulty Definitions:
* Easy:
  - Multiplying a whole number by a unit fraction 
  - Product remains less than 1 and doesn't need simplification
  - Whole numbers are single-digit (2-9)
* Medium:
  - Multiplying a whole number by a non-unit fraction 
  - Product may be greater than 1
  - Whole numbers are two-digit (10-25)
  - Simple simplification required
* Hard:
  - Multiplying whole numbers by fractions with denominators 9-12
  - Products require conversion to mixed numbers and simplification
  - Whole numbers approach the boundary limit (51-100)

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Fraction of Numbers Word Problems
Lesson Order: 96.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+2
Standard Description: Solve problems involving finding fractions of numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Totals are whole numbers ≤ 100, shown as digits.

- Fractions are proper and written in words with hyphens (e.g., three-fifths, nine-thirteenths, sixteen-nineteenths).

- Choose totals so the result is a whole number. No remainders, decimals, percents, negatives, or multi-part prompts.

- 1–2 short sentences; kid contexts; optional names; exactly one “?” at the end.

- Answer UI: a numeric box followed by a fixed, lowercase plural unit label (e.g., ___ students, ___ cakes). If the stem uses a modified unit (e.g., cherry popsicles), the label repeats the full phrase.

Common Misconceptions:
* Leaving improper-fraction answers unreduced or not converted to a whole/mixed number when required, e.g., 24/4 instead of 6
* Multiplying the whole number by the fraction’s denominator instead of its numerator, e.g., (3/4) × 8 → 3/32
* Performing numerator-over-denominator multiplication correctly but leaving the result unsimplified, e.g., 60/4 instead of 15
* Treating the word “of” as addition or subtraction rather than multiplication, so “3/5 of 20” becomes 20 ± 3/5

Difficulty Definitions:
* Easy:
  - Totals: 8–30.
  - Denominators: 2–8; unreduced words may appear (e.g., four-sixths).
  - Numerators: 1–4.
  - Very direct contexts (one short sentence, sometimes two).
* Medium:
  - Totals: 60–100 (favor larger two-digit totals).
  - Denominators: 5–19, including primes (11, 13, 17, 19).
  - Numerators: 1 up to denominator−1 (e.g., sixteen-nineteenths).
  - Fractions appear simplified (no four-sixths style here).
  - Two compact sentences are common; richer locations/verbs (bakery, cafeteria, parking garage, drawer; contain, brought, swam).
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Fractions by Whole Numbers Using Arrays
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+3
Standard Description: Multiply fractions by whole numbers using arrays.

Key Concepts:
*None specified*

Learning Objectives:
* Given visuals of arrays, complete the multiplication sentences involving fractions and whole numbers (e.g.  This model shows 12 circles divided into 4 equal groups. Each group is 1/4 of 12.<br><br>Complete the multiplication sentence.<br>5/6 x 18 = <blank>)
* Given visuals of arrays, complete the multiplication sentences involving fractions and whole numbers (e.g. This model shows 12 circles divided into 4 equal groups. Each group is 1/4 of 12.<br><br>Use this model to find 2/4 of 12. Complete the sentences.<br> 1/4 of 12 is <blank>.<br>2/4 is same as <blank> groups of size 1/4.<br>So, 2/4 of 12 is <blank>.)

Assessment Boundaries:
* - Multiplication of proper fraction and whole number only.
- Multiplication factors up to 10 x 10
- Exclusion of decimals, mixed numbers, and non-equal groupings
- No real world problems..
- No use of variables (e.g., a, n, x); use symbols such as a box (□), question mark (?), or blank line (__) for unknown values.
- No use of anything besides numbers and fractions in the multiplication equation
- Questions should say, "Complete the multiplication sentence/sentences"
- Generate only Medium Questions

Common Misconceptions:
* Ignores the denominator: multiplies the numerator by the whole and stops.
* Ignores the numerator: finds only the unit fraction of the whole.
* Multiplies both numerator and denominator by the whole number, keeping value unchanged.
* Reverses roles: divides the whole by the numerator, then multiplies by the denominator.

Difficulty Definitions:
* Easy:
  - The student is given multiple sentences with multiple blanks
* Medium:
  - The student is given just one sentence with one blank and question is like 9/10 of 60 = _
* Hard:
  - The student is given just one sentence with one blank and question is like 9/10 x 60 = _

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Fractions of a Number
Lesson Order: 95.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+4
Standard Description: Calculate fractions of numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Critically analyze a peer's story context for (a/b) × q, identifying strengths and areas for improvement in representing fractional multiplication.
* Explain the relationship between the quantities (a/b) and q in a given word problem, ensuring clarity in how the multiplication of a fraction by a whole number relates to the context.
* Finding fractions of a whole number
* Reflect on and describe how different scenarios for (a/b) × q might affect the interpretation of the equation's product, considering various contextual factors.

Assessment Boundaries:
* - No word problems – expressions/equations only.
- Question stems shoule be in the format:

  - What number is [fraction] of [whole number] ___? Ex:(What number is 1/3 of 9?)
- Must Ensure the result of each question is always a whole number.  Ex: What number is 1/3 of 9? Anser:3.

- Options/format:

  - Single numeric response blank before question mark.
- Numbers allowed:

  - Only positive fractions and whole numbers (no 0, no negatives, no mixed numbers, no decimals).
- Fractions:

  - Always written in a/b form.
  - All fraction -factors- are proper fractions:

    - Denominator ≤ 12
    - Numerator between 1 and (denominator − 1)
- Structure of expressions:

  - Every item is one of:

    - `a/b of N = ___`
    - `a/b × N = ___`
    - `N × a/b = ___`
    - (HARD only) `a/b of ___ = M`
- Critical result rule (NEW / IMPORTANT):

  -  All final answers must be whole numbers.

    - No fractional or decimal answers appear in the answer box.
    - That means:

      - In forward problems, the whole number `N` is always chosen so that `a/b × N` is an integer.
      - In reverse problems, both the unknown and the given part are whole numbers, and the equation `a/b of X = M` is solvable with integer X.
- Simplification:

  - Since all answers are whole numbers, there are no fractional answers to simplify.
  - Answers are written just as whole numbers (e.g., `18`).

Common Misconceptions:
* - Adds the numerator to the whole number instead of finding the fraction of it
* - Divides the whole number by the denominator but forgets to multiply by numerator.
* - Multiplies the fraction's numerator by the whole number but ignores the denominator.
* - Multiplies the whole number by the denominator instead of dividing by it.

Difficulty Definitions:
* Easy:
  - Whole number less than 10.
  - Numerator of fraction should always be 1.
  - Denominator should be less than or equal to 10.
  - Whole number should be divisible by the denominator.
* Medium:
  - Whole number greater than 5 and less than 20.
  - Numerator of fraction should always be greater than 1 and less than 8.
  - Denominator should be less than or equal to 10.
  - Whole number should be divisible by the denominator.
* Hard:
  - Whole number greater than 20 and less than 100.
  - Numerator of fraction should always be greater than 1 and less than 8.
  - Denominator should be less than or equal to 12.
  - Whole number should be divisible by the denominator.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Fractions
Lesson Order: 99.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+5
Standard Description: Multiply two fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply two proper fractions (denominators ≤ 50) and give the product in simplest form

Assessment Boundaries:
* - Fractions must be less than 1 and have denominators ≤ 50.
- Answers should be simplified.
- No word problems
- No word questions ("What is ..."), question stem should ONLY be "Multiply:"

Common Misconceptions:
* - Cancels factors indiscriminately, misapplying cross-cancellation rules.
* - Ignores multiplying denominators, using only one denominator for the product.
* - Misapplies multiplication by adding numerators instead of multiplying them.
* - Treats fraction multiplication like whole number multiplication procedures.

Difficulty Definitions:
* Easy:
  - Both fractions are unit fractions (numerator of 1)
  - Product does not require simplification
  - Both fractions have single-digit numerators and denominators
* Medium:
  - Both fractions are non-unit fractions
  - May require simplification
  - Both fractions have single-digit numerators and denominators
* Hard:
  - Both fractions are non-unit fractions
  - Product requires simplification
  - Both fractions have double-digit numerators and denominators

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying a Mixed Number by a Whole Number
Lesson Order: 101.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+6
Standard Description: Multiply mixed numbers by whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply a whole number by a mixed number.

Assessment Boundaries:
* - Denominators should be ≤ 12.
- No real-world context. 
- Whole‑number factor ≤ 10
- No unecessary words in question, question stem should ONLY be "What is _ x _? <br> <blank>"

Common Misconceptions:
* - Confuses multiplying mixed numbers with adding individual whole and fractional parts.
* - Ignores converting mixed numbers to improper fractions before multiplying.
* - Misapplies multiplication to mixed number parts without converting to improper fraction.
* - Overgeneralizes distribution by multiplying whole factor across every part of the mixed number.

Difficulty Definitions:
* Easy:
  - Whole‑number factor is less than 5.
  - Mixed number is < 3.
  - Denominator of fraction less than 5 → Examples: 4 × 2 4/5, 4 × 2 2/5.
* Medium:
  - Whole‑number factor is between 5 and 8.
  - Mixed number is between 5 and 8.
  - Denominator of fraction less than 9 → Example: 7 × 6 1/8.
* Hard:
  - Whole‑number factor is between 8 and 10.
  - Mixed number is between 8 and 10.
  - Denominator of fractionis between 9 and 12 → Example: 8 × 9 1/12.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Two Mixed Numbers
Lesson Order: 102.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+7
Standard Description: Multiply mixed numbers by other mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Multiply two mixed numebers

Assessment Boundaries:
* - Denominators should be ≤ 12.
- No real-world context. 
- Whole‑number factor ≤ 10
- Must accept fraction or as a whole or mixed number as answer
- Question stem MUST be "Multiply. Write your answer as a fraction or as a whole or mixed number. <br> _ x _ = <blank>"

Common Misconceptions:
* - Assumes multiplication distributes over whole and fractional parts separately.
* - Confuses conversion process of mixed numbers to improper fractions.
* - Ignores simplification step after multiplying converted improper fractions.
* - Treats mixed numbers by multiplying whole parts and fractions separately.

Difficulty Definitions:
* Easy:
  - Whole parts < 4.
  - Denominator of fraction less than 5 → Examples: 3 2/3 × 2 4/5, 3 3/4 × 2 2/3.
  - Only one quick simplification after multiplying (e.g., 3 ½ × 3 ⅕).
* Medium:
  - Whole parts < 10.
  - Denominator of fraction less than 5 → Examples: 6 2/3 × 7 4/5, 8 3/4 × 5 2/3.
  - Final fraction must be reduced and rewritten as a mixed number (e.g., 7 ¾ × 6 ⅔; 5 ½ × 6 ¹⁄₉).
* Hard:
  - At least one whole part ≥ 5 and both factors ≥ 6 in two cases.
  - Denominators of fraction between 5 and 12, so cross‑simplification and larger products are needed.
  - Final fraction must be reduced and rewritten as a mixed number (e.g., 7 ¾ × 6 ⅔; 5 ½ × 6 ¹⁄₉).

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying with Mixed Numbers Area Models
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.A+8
Standard Description: Multiply mixed numbers by whole numbers and mixed numbers with mixed numbers with area models.

Key Concepts:
*None specified*

Learning Objectives:
* Mulltiply a mixed number by a mixed number.
* Mulltiply a mixed number by a proper fraction
* Mulltiply a mixed number by a whole number.

Assessment Boundaries:
* - At least one side is a mixed number; the other side may be either a whole number, proper fraction or mixed number
- Must use area models to solve

Common Misconceptions:
* - Confuses partitioning of mixed numbers into separate wholes and fractions.
* - Ignores fractional components in area model rectangle computations.
* - Misapplies area models by not correctly aligning mixed number segments.
* - Treats multiplication as separate whole number and fraction tasks rather than combined.

Difficulty Definitions:
* Easy:
  - Mulltiply a mixed number by a proper fraction
* Medium:
  - Mulltiply a mixed number by a whole number.
* Hard:
  - Mulltiply a mixed number by a mixed number

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.4.B+4
Standard Description: Represent fraction products as rectangular areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.A
Standard Description: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Effects of Fraction Multiplication
Lesson Order: 91.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.A+1
Standard Description: Explain why multiplying a number by a fraction greater than 1 increases its value, multiplying by a fraction less than 1 decreases its value, and multiplying any fraction by n ⁄ n produces an equivalent fraction because n ⁄ n equals 1.

Key Concepts:
*None specified*

Learning Objectives:
* Determine that multiplying a whole number by a fraction equal to 1 gives a product equal the whole number.
* Determine that multiplying a whole number by a fraction greater than 1 gives a product greater than the whole number.
* Determine that multiplying a whole number by a fraction less than 1 gives a product less than the whole number.

Assessment Boundaries:
* - Question stem must exactly be "Choose the correct symbol to compare the expressions. Do not multiply." followed by the expression.
- Question MUST not include question marks(?), All comparision MUST use balnks ___
- Fractions must be positive and less than or greater than 1, including improper fractions.
- Multiplying by n/n must be used only to explain identity (not reduce fractions).
- Whole must numbers always be same in the expression before and after the blank (Ex: [number] x [fraction1]  _ [fraction2]x [number],[number] x [fraction3]__ [number]x[fraction4])
- Tasks must not require calculating the product.
- Options should only include >, <, =
- No Word Problems

Common Misconceptions:
* Assuming one must perform the exact multiplication to decide if the product is larger or smaller, instead of using the simple rule “factor > 1 enlarges, factor < 1 reduces”
* Believing multiplication always makes numbers larger, so any product with a fraction factor such as 2/3 is predicted to exceed the original number
* Concluding that multiplying by n/n (e.g., 5/5) changes the value since both numerator and denominator change, so 3/4 × 5/5 is thought to differ from 3/4
* Thinking a fraction like 8/7 must be less than 1 because the denominator is “bigger,” leading to the mistaken prediction that multiplying by it will shrink the number

Difficulty Definitions:
* Easy:
  - N/A
* Medium:
  - N/A
* Hard:
  - Compare expressions involving mixed numbers or improper fractions as the multiplicand 
  - MUST have fractions on either side of the question mark.
  - Fractions greater than 1 have denominators up to 12 and may be close to 1 (like 8/7, 10/9)
  - Fractions less than 1 may be close to 1 (like 6/7, 9/10) making the comparison less obvious
  - Real-world context requiring interpretation of scaling relationships
  - Questions may require explaining the reasoning behind the comparison
  - Ex: 2 × 1/15 _ 2 x 9/9 ; Ex: 3 x3/12 __ 3 × 9/8 ;

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Scaling Fractions by Fractions
Lesson Order: 92.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.A+2
Standard Description: Multiply fractions by fractions to scale quantities and explain whether the product is greater than, less than, or equal to the original value.

Key Concepts:
*None specified*

Learning Objectives:
* Compare a fraction with the product of that fraction and another fraction (using <, >, or =).
* Compare two products of the same fraction multiplied by different fractions (using <, >, or =).

Assessment Boundaries:
* - Options must be `>`, `<`, `=`.
- No word problems – expressions only.
- Question stem must be:
  “Choose the correct symbol to compare the expressions. Do not multiply.”
- Only positive fractions/whole numbers (no negatives, no mixed numbers).
- There should always be an balnk for comapring the fraction (Ex: 313/99 x 2/5 ___ 313/99 x 3/6)
- Fractions written in a/b form with:

  * Denominators ≤ 100
  * Numerators ≤ 300
- Structure of expressions:

  * There is always one base fraction ( \dfrac{x}{y} ) that is identical in both expressions.
  * Allowed patterns:

    * ( \dfrac{x}{y} )  __  ( \dfrac{x}{y} \times \dfrac{a}{b} )
    * ( \dfrac{x}{y} \times \dfrac{a}{b} )  __  ( \dfrac{x}{y} \times \dfrac{c}{d} )
- Products are shown but students are not expected to compute them; they reason using the size of the extra factor(s) (less than 1, equal to 1, greater than 1).
- No '?' for comaprision only use blanks in the format '___'

Common Misconceptions:
* Assumes all multiplication increases size, even when the multiplier is less than 1.
* Focuses on the original factor versus 1, not the multiplier versus 1.
* Overgeneralizes identity: believes multiplying by a unit fraction leaves the value unchanged.
* Treats every fraction as less than 1, so products are always smaller.

Difficulty Definitions:
* Easy:
  - Compare a fraction with the product of that fraction and another fraction (using <, >, or =).
  - all fractions are proper fractions with denomiator ≤ 10 (second fraction can be whole number like 4/4)
* Medium:
  - Compare a fraction with the product of that fraction and another fraction (using <, >, or =).
  - use one proper and one improper fraction with denominator ≤ 20 and numerator ≤ 100
* Hard:
  - Compare a fraction with the product of that fraction and another fraction (using <, >, or =)
   - both fractions are improper
  - Compare two products of the same fraction multiplied by different fractions (using <, >, or =).
   - mix of proper, improper and whole number fractions (4/4)

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Scaling Mixed Numbers by Fractions
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.A+3
Standard Description: Multiply mixed numbers by fractions to scale quantities.

Key Concepts:
*None specified*

Learning Objectives:
* Compare a mixed number with the product of that mixed number and a fraction (using <, >, or =).
* Compare two products of the same mixed number multiplied by different fractions (using <, >, or =).

Assessment Boundaries:
* - Options must be `>`, `<`, `=`.
- No word problems– expressions only.
- Question stem must be exactly:
  “Choose the correct symbol to compare the expressions. Do not multiply.”
- Only positive mixed numbers and fractions(no negatives, no decimals).
- There should always be a blank between the two expressions for the comparison symbol, e.g.
  `2 7/9 × 3/3 ___ 2 7/9`
- Mixed numbers are written in “whole a/b”form, e.g. `3 1/5` where whole number < 5 and a<10 and b<10
- Multiplier fractions are written in a/b form with:

  - Denominators ≤ 10
  - Numerators ≤ 30
- Structure of expressions

  - There is always one base mixed number(call it (M)) that is identical in both expressions.
  - Allowed patterns:

    - ( M \times \dfrac{a}{b} ; ___ ; M )
    - ( M ; ___ ; M \times \dfrac{a}{b} )
    - ( M \times \dfrac{a}{b} ; ___ ; M \times \dfrac{c}{d} )
- Products are written out but students are not expected to compute them; they reason using the size of the extra factor(s) ((<1), (=1), or (>1)).
- Mixed fractions part always should be same
- No '?' for comaprision only use blanks in the format '___'

Common Misconceptions:
* Assumes multiplying by any fraction decreases size; selects < even when fraction ≥ 1.
* Assumes multiplying by any fraction increases size; selects > even when fraction < 1.
* Fails to recognize a/a equals 1; predicts change instead of equality.
* Judges factor’s size by numerator only; numerator > 1 means product larger.

Difficulty Definitions:
* Easy:
  - Compare a mixed number with the product of that mixed number and a fraction (using <, >, or =).
  - Mixed numbers are written in “whole a/b”form, e.g. `3 1/5` where whole number < 5 and a<10 and b<10
  - Multiplier fractions are written in c/d form with where c<=5 and d<=10
  - Mixed fractions part always should be same
* Medium:
  - Compare a mixed number with the product of that mixed number and a fraction (using <, >, or =).
  - improper fractions only
  - Multiplier fractions are written in c/d form with where c<=30 and d<=10
  - Mixed fractions part always should be same
* Hard:
  - Compare two products of the same mixed number multiplied by different fractions (using <, >, or =).
  - Mixed numbers are written in “whole a/b”form, e.g. `3 1/5` where whole number < 5 and a<10 and b<10
  - Have 2 multiplier fractions where both fractions numberator<=30 and denominator <=10
  - Mixed fractions part always should be same

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying a Unit Fraction and a Non-Unit Fraction Using Models
Lesson Order: 89.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.A+4
Standard Description: Multiply a unit fraction by a non-unit fraction using visual models.

Key Concepts:
*None specified*

Learning Objectives:
* Given a multiplication sentence of a unit fraction and a non-unit fraction select the image model which correctly represents it. (2 options)
* Given an image model complete the multiplication sentence of a unit fraction and a non-unit fraction.

Assessment Boundaries:
* - Fractions less than 1 only.
- Denominator upto 10 only.
- Multiplication between a unit fraction and a non-unit fraction only.

Common Misconceptions:
* Adds the fractions instead of multiplying when interpreting "of" in models.
* Assumes multiplying by a fraction less than 1 makes the product larger.
* Counts all shaded parts, not just the overlapping region in area models.
* Treats 1/n like multiplying by 1; expects the product equals the other factor.

Difficulty Definitions:
* Easy:
  - Denominator ≤ 5
* Medium:
  - Denominator > 5
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Estimating Products of Mixed Numbers
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.A+5
Standard Description: Estimate products of mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Estimate the product of a single digit mixed number rounded to nearest whole number and a double digit mixed number rounded to the nearest ten
* Estimate the product of a single digit mixed number rounded to nearest whole number and a double digit whole number rounded to the nearest ten
* Estimate the product of a single digit mixed number rounded to nearest whole number and a single digit whole number
* Estimate the product of a single digit mixed number rounded to nearest whole number and a triple digit mixed number rounded to the nearest hundred
* Estimate the product of a single digit mixed number rounded to nearest whole number and a triple digit whole number rounded to the nearest hundred
* Estimate the product of two single digit mixed numbers rounded to nearest whole number

Assessment Boundaries:
* - Mixed number denominator always ≤ 20
- The mixed numbers used in the stem should always be < 10
- Whole numbers can be upto 3 digit numbers
- No proper fractions
- If a number > 10 and <= 99 in question stem then it should always be rounded to 10
- If a number > 100 in question stem then it should always be rounded to 100
- The Question should always be in this format:

"""
Estimate the product. <em>Round each factor to the nearest whole number, then multiply.</em><br><br> 9 2/3 x 2 1/10 <br><br>The product is approximately <blank>
"""

Common Misconceptions:
* Assumes multiplying by a mixed number makes the product smaller.
* Rounds all mixed numbers up to the next whole, regardless of fraction size.
* Rounds to the wrong place value (e.g., 843 to 840) before multiplying.
* Uses numerator ≥5 to round mixed numbers, ignoring the denominator’s size.

Difficulty Definitions:
* Easy:
  - Estimate the product of a single digit mixed number rounded to nearest whole number and a single digit whole number
  - Estimate the product of two single digit mixed numbers rounded to nearest whole number
* Medium:
  - Estimate the product of a single digit mixed number rounded to nearest whole number and a double digit whole number rounded to the nearest ten
  - Estimate the product of a single digit mixed number rounded to nearest whole number and a double digit mixed number rounded to the nearest ten
* Hard:
  - Estimate the product of a single digit mixed number rounded to nearest whole number and a triple digit whole number rounded to the nearest hundred
  - Estimate the product of a single digit mixed number rounded to nearest whole number and a triple digit mixed number rounded to the nearest hundred

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Scaling Whole Numbers by Fractions: Justifications
Lesson Order: 88.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.B+1
Standard Description: Justify how multiplying a whole number by a fraction less than, equal to, or greater than 1 scales the number.

Key Concepts:
*None specified*

Learning Objectives:
* Recognize and explain common real-life scenarios where multiplication by a fraction greater than 1 results in a larger product.

Assessment Boundaries:
* - MCQs would be always be like:

"""
Look at the inequality.<br><br>3 x 5/9 < 3 <br> Why is this inequality true?

Options:
a. Since 5/9 is less than 1, multiplying by 5/9 makes the value smaller.
b. Since 5/9 is greater than 1, multiplying by 5/9 makes the value smaller.
c. Since 5/9 is less than 1, multiplying by 5/9 makes the value larger.
b. Since 5/9 is greater than 1, multiplying by 5/9 makes the value larger.
"""
- Text entry would be always be like:

"""
Choose the correct symbol to compare the expressions.<br><br>
3 x 5/9 <blank> 3
"""

- The inequality in the MCQ should always be true.
- Always use numbers less than 20.

Common Misconceptions:
* Incorrectly identifies a fraction is greater than 1
* Incorrectly identifies a fraction is less than 1
* Incorrectly identifies multiplication with fraction greater than 1 makes the number smaller.
* Incorrectly identifies multiplication with fraction less than 1 makes the number larger.

Difficulty Definitions:
* Easy:
  - All MCQs are Easy
* Medium:
  - All Text Entry are Medium
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.B+2
Standard Description: Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.5.B+3
Standard Description: Relate the principle of fraction equivalence \(a/b = (n \times a)/(n \times b)\) to the effect of multiplying \(a/b\) by 1.

Key Concepts:
*None specified*

Learning Objectives:
* Explain why the product of a fraction (a/b) and 1 yields the same fraction, using the concept of equivalent fractions, verifying through numerical examples without calculation.

Assessment Boundaries:
* Assessment is limited to relating fraction equivalence to multiplying fractions by 1, without requiring calculations involving scaling beyond verifying equivalence.

Common Misconceptions:
* Learners may mistakenly believe that multiplying by 1 transforms the fraction into a new kind of fraction, instead of reinforcing the identity property of multiplication for fractions.
* Some students might interpret multiplying a fraction by 1 as unnecessarily complicated without understanding the conceptual importance of demonstrating equivalency.
* Students may confuse the principle of equivalence a/b = (n × a)/(n × b) as a process that always simplifies the fraction, not recognizing situations where it changes the appearance but not the value.
* Students might think multiplying a fraction a/b by 1 changes the fraction due to the multiplication process involved, rather than leaving the fraction unchanged.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Fractions by Whole Numbers: Word Problems
Lesson Order: 97.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+1
Standard Description: Solve real world problems involving multiplication of fractions and whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying with Mixed Numbers: Word Problems
Lesson Order: 103.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+2
Standard Description: Solve real world problems involving multiplication of a fraction and a mixed number, or two mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a real-world problem that involves multiplying a mixed number by a proper fraction less than 1 and give the product as a simplified mixed number
* Solve a real-world problem that involves multiplying a mixed number by a whole number and give the product as a simplified mixed number
* Solve a real-world problem that involves multiplying two mixed numbers and give the product as a simplified mixed number

Assessment Boundaries:
* - Mixed numbers and fractions must be positive and proper.
- Real-world contexts must involve multiplying a mixed number by a fraction less than 1, or another mixed number.
- Answers should be improper mixed numbers and simplified or whole number
- No multi-step operations beyond a single multiplication
- Mixed numbers only (e.g., 2 1/5 × 2), no decimals.
- Fractions should have denominators ≤ 12 and results ≤ 100 to avoid computation overload.
- No multi-step or combined operations beyond a single multiplication expression
- Must have unit: <blank> (unit)

Common Misconceptions:
* - Assumes product remains mixed, neglecting conversion to an improper simplified form.
* - Confuses comparison operations with multiplication in mixed number word problems.
* - Misapplies multiplication rules without converting mixed numbers to improper fractions.

Difficulty Definitions:
* Easy:
  - Multiply a mixed number by a whole number (e.g., 2 1/2 × 3)
  - Multiply a whole number by a mixed number (e.g., 4 × 1 1/5)
  - Results don't require simplification
* Medium:
  - Multiply a mixed number by a proper fraction (e.g., 2 1/3 × 3/4)
  - Multiply a proper fraction by a mixed number
  - Results may require simple simplification
* Hard:
  - Multiply two mixed numbers (e.g., 2 1/2 × 2 1/4)
  - Mixed numbers have denominators up to 12
  - Results require conversion from improper fractions to mixed numbers

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Fractions using Area Models
Lesson Order: 98.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+4
Standard Description: Multiply fractions using area models.

Key Concepts:
*None specified*

Learning Objectives:
* "Each small tile has side lengths <blank> units and <blank> units.
* The area of each small tile is <blank> square units.
* The area of the shaded rectangle is <blank> square units."

Assessment Boundaries:
* - All side length fractions are less than 1
- Answer does NOT need to be simplified
- All blanks should have fractions only no simplification or whole numbers
- Should only have one correct answer per blank , Must not simplify the answers.
- Question stem MUST be EXACTLY either 

1) For Easy and Medium Difficulty

"This model shows a unit square divided into smaller same-size tiles. The shaded tiles form a rectangle. Use fractions to complete the sentences.<br/>Enter each blank as a fraction (numerator/denominator). Do not simplify your answers.

The side length of each small tile is <blank> units.
The area of each small tile is <blank> square units.
The area of the shaded rectangle is <blank> square units.
"
or 

2) For Hard Difficulty

"This model shows a unit square divided into smaller same-size tiles. The shaded tiles form a rectangle. Use fractions to complete the sentences.<br/>Enter each blank as a fraction (numerator/denominator). Do not simplify your answers.

Each small tile has side lengths <blank> units and <blank> units.
The area of each small tile is <blank> square units.
The area of the shaded rectangle is <blank> square units." 


- No word problems.** Only the picture + fractions and a single numeric response box.
- Fractions only (no mixed numbers, no whole-number factors, no decimals, no negatives).
- Fractions written in a/b form* with:

  * Denominators of factors ≤ 12**
  * Numerators of factors between 1 and (denominator − 1) (so all factors are proper fractions).

Common Misconceptions:
* - Assumes shaded area equals sum of tile areas rather than their product.
* - Confuses tile side lengths with tile areas, treating both as equal.
* - Ignores squaring side length when computing each tile's area.
* - Misapplies fraction multiplication by adding side lengths instead of multiplying.

Difficulty Definitions:
* Easy:
  - Tile side length fractions denominators up to 6
* Medium:
  - Tile side length fractions denominators up to 10
* Hard:
  - Tiles shaped by rectangles with 2 different side sizes (Each small tile has side lengths ___ units and ___ units.)

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+5
Standard Description: Solve real world problems involving multiplication of mixed numbers by using equations to represent the problem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+6
Standard Description: Solve real world problems involving multiplication of fractions and mixed numbers by using equations to represent the problem

Key Concepts:
*None specified*

Learning Objectives:
* Interpret solutions of equations involving multiplication of fractions and mixed numbers, and explain what the solutions mean in the context of the problem.
* Translate a real-world context involving fractions and mixed numbers into a mathematical equation accurately.
* Verify the correctness of a solution by substituting it back into the original equation based on a given problem.

Assessment Boundaries:
* Assessment is limited to solving real-world problems using equations to multiply fractions and mixed numbers. Students should not be required to use visual fraction models for representation within this substandard.

Common Misconceptions:
* Students may focus excessively on procedural calculation steps and miss the importance of visualizing the problem context and understanding how the equation represents that context.
* Students may not correctly interpret multiplication of fractions and mixed numbers in real-world contexts, assuming that multiplication always makes things larger, and thus struggle with the idea of products that are smaller than the multiplicands.
* Students often confuse the order of factors when writing multiplication equations involving fractions and mixed numbers, which can lead to incorrect interpretations of the problems.
* There is sometimes a misunderstanding about the equivalence of different representations of fractions and mixed numbers, which might lead to errors when converting or interpreting these forms in equations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+7
Standard Description: Solve real world problems involving multiplication of fractions and mixed numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Assess the reasonableness of an answer to a real-world problem involving multiplication of fractions and mixed numbers by using estimation techniques.
* Create an equation to solve real-world problems involving the multiplication of fractions and mixed numbers.
* Interpret the results of multiplying fractions and mixed numbers in the context of a real-world problem, explaining the meaning of the product obtained.

Assessment Boundaries:
* Assessment is limited to solving real world problems involving multiplication of fractions and mixed numbers, focusing on understanding and applying visual fraction models and equations accurately. Problems may include straightforward multiplication contexts without requiring complex multi-step problem solving or integration with unrelated mathematical concepts.

Common Misconceptions:
* Some students may struggle with converting mixed numbers to improper fractions before multiplying, leading to errors in calculating the product in real-world problem scenarios.
* Students may confuse the concept of multiplication of fractions with multiplication of whole numbers, expecting the product to always be larger than the multiplicands.
* Students might not fully understand the role of mixed numbers, treating them as separate whole numbers rather than combined parts of a number, leading to incorrect multiplication results.
* There is a misunderstanding that multiplying by a fraction or a mixed number does not involve resizing one quantity by the factor of the other, which is crucial when solving real-world problems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.A+4
Standard Description: Use the relationship between multiplication and division to explain that \((a/b) \div c = a/(b \times c)\) because \([a/(b \times c)] \times c = a/b\).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.C+2
Standard Description: Solve real world problems involving division of whole numbers by unit fractions by using visual fraction models to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.C+3
Standard Description: Solve real world problems involving division of unit fractions by non-zero whole numbers by using equations to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 8
Unit Name: Fraction Multiplication
Cluster ID: CCSS.MATH.CONTENT.5.NF.B
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.C+4
Standard Description: Solve real world problems involving division of whole numbers by unit fractions by using equations to represent the problem.

Key Concepts:
*None specified*

Learning Objectives:
* Create a real-world word problem involving division of whole numbers by unit fractions and solve it using an equation.

Assessment Boundaries:
* Assessment is limited to solving real-world problems involving the division of whole numbers by unit fractions using equations. Visual fraction models are not required in this substandard.

Common Misconceptions:
* Misunderstanding may arise from viewing the operation purely as fractional mathematics without grasping the practical implications in real-world contexts, which can lead to incorrect application of equations.
* Some students might assume that since a unit fraction represents a small part, dividing by it must also make the result small, not understanding the inverse relationship.
* Students may incorrectly believe that dividing a whole number by a unit fraction results in a smaller number, similar to dividing by whole numbers, instead of realizing the quotient will be larger than the dividend.
* Students often confuse the process of division by unit fractions with multiplication, failing to understand that dividing by a unit fraction is equivalent to multiplying by the reciprocal of that fraction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.A+1
Cluster Name: Use equivalent fractions as a strategy to add and subtract fractions.
Lesson Name: Fraction Addition Word Problems
Lesson Order: 112.0
Standard ID: CCSS.MATH.CONTENT.5.NF.A.2+2
Standard Description: Solve word problems involving addition of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Add two unlike-denominator fractions (≤12) from a word problem and express the simplified result
* Solve a word problem that requires the addition of two proper fractions with like or unlike denominators.
* Solve a word problem that requires the division of two proper fractions with like or unlike denominators.
* Solve a word problem that requires the multiplication of two proper fractions with like or unlike denominators.
* Solve a word problem that requires the subtraction of two proper fractions with like or unlike denominators.
* Translate a real-world scenario involving addition of three unlike-denominator fractions (≤12) into an expression

Assessment Boundaries:
* - Real-world context
- Operation: Students will solve word problems requiring only addition.
- Fractions: The problems involve adding two proper fractions.
- Denominators: The fractions will have like or unlike denominators. Denominators can be up to 20.
- Answer Format: The final answer will be a positive proper fraction, which must be reduced to lowest terms.
- Must have unit: <blank> (unit)

Common Misconceptions:
* Adds numerators without finding a common denominator.
* Adds the numerators and adds the denominators.
* Fails to simplify the final sum to its lowest terms.
* Finds a common denominator but adds original numerators.

Difficulty Definitions:
* Easy:
  All are Easy
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying Two Fractions: Word Problems
Lesson Order: 113.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.6+3
Standard Description: Solve real world problems involving multiplication of two fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Divide twi whole numbers into a fraction
* Find the minimum whole number of groups needed to meet or exceed the target
* Find the remainder of a whole number division
* Subtract a whole number and a fraction into a mixed number
* Subtract two mixed numbers
* Sum a whole number and a fraction into a mixed number
* Sum two mixed numbers

Assessment Boundaries:
* - Contexts that involve positive whole numbers and fractions only.
- Fractions should be mixed, with denominators ≤ 10.
- No use of decimals.
- Mo multi-step problems.
- Word problems must yield quantities that make sense.
- Must be word problems, no conversion problems (e.g. "Write $\\frac{15}{8}$ as a mixed number")

Common Misconceptions:
* - Assumes whole number multiplication rules apply directly to fractions.
* - Confuses multiplication of fractions with addition of numerators and denominators.
* - Ignores conversion of mixed numbers to improper fractions before multiplying.
* - Misreads "of" as an indicator for division in word problems.

Difficulty Definitions:
* Easy:
  - All tasks are easy
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Division of Unit Fractions by Whole Numbers
Lesson Order: 107.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.A+1
Standard Description: Compute quotients when dividing a unit fraction by a whole number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Unit fractions only ÷ whole number.
- Denominators must be ≤ 12.
- Denominator of quotients must be ≤ 21 
- No real-world context.
- Single-step division.
- The answer should be simplified.
- No word problems
- Question stem MUST be "Divide $\\frac{1}{x}$ ÷ <whole number> ".

Common Misconceptions:
* - Assumes quotient increases fraction’s value instead of reducing it.
* - Confuses division with multiplication when computing 1/3 ÷ 5.
* - Divides numerator by whole number, leaving denominator unchanged.
* - Ignores converting whole number to reciprocal unit fraction.

Difficulty Definitions:
* Easy:
  - Unit fraction denominator 2 or 3
* Medium:
  - Unit fraction denominator 4, 5 or 6
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Dividing Whole Numbers by Unit Fractions with Models
Lesson Order: 104.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.A+2
Standard Description: Divide whole numbers by unit fractions using models.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the relationship between multiplication and division to verify the quotient of dividing a unit fraction by a non-zero whole number.

Assessment Boundaries:
* - Denominators should be  ≤ 12.
- No real-world context.
- Dividend should be ≤ 4
- Question stem MUST be "Divide. Use the models to help you. <br/>  <whole number> ÷ \\frac{1}{x} = <blank>"

Common Misconceptions:
* - Confuses dividing a whole by a fraction with partitioning the whole into equal parts.
* - Ignores models, failing to recognize that dividing by a fraction yields more pieces.
* - Misapplies reciprocal rule by not flipping the unit fraction.
* - Treats division by a unit fraction as making the dividend smaller.

Difficulty Definitions:
* Easy:
  - dividend is 1
* Medium:
  - dividend is 2 or 3
  - denominator up to 6
* Hard:
  - dividend is 3 or 4
  - denominator between 6 and 12

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Dividing Unit Fractions by Whole Numbers Using Models
Lesson Order: 106.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.A+3
Standard Description: Divide Unit Fractions by Whole Numbers Using Models

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a given story problem to determine how dividing a unit fraction by a non-zero whole number is applied, highlighting reasoning through explanation.
* Demonstrate the connection between a story context and the mathematical operation of dividing a unit fraction by a whole number, showcasing both reasoning and computation.
* Develop a scenario that requires the interpretation of dividing a unit fraction by a whole number to solve a problem, without providing specific numerical calculations.

Assessment Boundaries:
* - Must be a unit fraction divided by a whole number.
- Denominators should be ≤ 10.
- No real-world context.
- Must include fraction strips
- Question stem MUST be "Complete the sentence. Use the fraction strips to help."

Common Misconceptions:
* - Confuses divisor with number of fraction strips instead of equal groups.
* - Ignores partitioning, failing to split the unit fraction into equal parts.
* - Misapplies division by multiplying whole numbers with unit fractions.
* - Treats division as repeated subtraction rather than using fraction strip models.

Difficulty Definitions:
* Easy:
  - Given a model, match the division equation to the model to find the quotient. (e.g. 1/8 ÷ 2 = <blank> because <blank> × 2 = 1/8.)
* Medium:
  - Given a model, match the division equation to the model to find the dividend. (e.g.  <blank> ÷ 2 = 1/4 because 1/4 × 2 =  <blank>.)
* Hard:
  - Given a model, find the missing dividend of the division of a unit fraction by a whole number.
  - Given a model, find the missing divisor of the division of a unit fraction by a whole number.

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Whole Number Division by Unit Fractions
Lesson Order: 105.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.B+1
Standard Description: Compute quotients when dividing a whole number by a unit fraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Must be a whole number divided by a unit fraction.
- Denominators must be ≤ 12.
- Quotients must be ≤ 20. 
- No real-world context.
- Single-step division.
- The answer should be simplified.
- No word problems
- Question stem MUST be "Divide <whole number> ÷ $\\frac{1}{x}$".

Common Misconceptions:
* - Ignores conceptual model by not counting unit pieces within the whole.
* - Misapplies reciprocal rule by multiplying whole numbers by unit fractions.
* - Reverses dividend and divisor when dividing whole numbers by unit fractions.
* - Treats division by a unit fraction as ordinary division without flipping.

Difficulty Definitions:
* Easy:
  - Whole numbers 1-5 divided by unit fractions with denominators 2, 3, or 4
* Medium:
  - Whole numbers 6-12  divided by unit fractions with denominators 2, 3, or 4
* Hard:
  - Whole numbers up to 20 divided by unit fractions with denominators up to 12

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Multiplying and Dividing Unit Numbers and Whole Numbers: Word Problems
Lesson Order: 111.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.B+2
Standard Description: Solve problems involving multiplying and dividing unit fractions and whole numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Word problems
- Whole numbers ≤ 20 and unit fractions (e.g., 1/2, 1/3, 1/4) only
- Can be whole number written first and then the unit fraction, or unit fraction and then the whole number.
- Must have unit: <blank> (unit)

Common Misconceptions:
* - Assumes answer requires operation on numerators and denominators separately.
* - Confuses multiplication with division when combining whole numbers and unit fractions.
* - Ignores word problem language, misinterpreting "each" as overall total.
* - Misapplies reciprocal when whole number multiplies unit fraction.

Difficulty Definitions:
* Easy:
  - All one level of difficulty
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Dividing Unit Fractions and Whole Numbers Using Number Lines
Lesson Order: 108.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.B+3
Standard Description: Divide unit fractions by whole numbers and whole numbers by unit fractions using number lines.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between the whole number and the unit fraction in a story context to illustrate division.
* Divide a fraction by a whole number
* Divide a whole numbers by a fraction
* Explain how the solution to a division problem involving a whole number and a unit fraction corresponds to the quantities in a story context.
* Identify the quotient in a story context when a whole number is divided by a unit fraction.

Assessment Boundaries:
* - Unit fraction with denominators 2, 3, 4, 5, 6, 8, 9, 10 or 12
- Whole number less than 10
- Must include number line
- Only division between unit fraction and whole number
- Question stem MUST be "Use the number line to find __ ÷ __".
- Max number of divisions is 18

Common Misconceptions:
* - Confuses dividing unit fractions by whole numbers with multiplication.
* - Ignores reciprocals in whole-number by unit fraction division.
* - Misinterprets number line intervals when partitioning unit fractions.
* - Treats division on number lines as repeated equal subtractions.

Difficulty Definitions:
* Easy:
  - Only Fraction divided by whole number
  - Fraction denominators 2, 3, 4 or 5
  - Whole number 2, 3, 4 or 5
* Medium:
  - Only whole number divided by fraction
  - Fraction denominators 2, 3, 4 or 5
  - Whole number 2, 3, 4 or 5
* Hard:
  - Fraction divided by whole number or whole number divided by fraction
  - Whole number 6, 7, 8 or 9
  - Fraction denominators 6, 8, 9, 10 or 12

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Dividing Unit Fractions and Whole Numbers
Lesson Order: 109.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.B+4
Standard Description: Divide unit fractions by whole numbers and whole numbers by unit fractions to solve problems and explain reasoning using visual models and equations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Whole number less than 10
- Only division between unit fraction and whole number
- Denominators must be ≤ 12.
- Quotients and denominator of quotients must be ≤ 21 
- No real-world context.
- Single-step division.
- The answer should be simplified.
- No word problems
- Question stem MUST be "Divide $\\frac{1}{x}$ ÷ <whole number> " or "Divide <whole number> ÷ $\\frac{1}{x}$".

Common Misconceptions:
* - Assumes dividing a whole number by a unit fraction yields a smaller result.
* - Confuses unit fraction division by a whole number with simple fraction partitioning.
* - Misapplies inversion rule by reciprocating both numbers in every division.
* - Overgeneralizes whole number division rules, neglecting the reciprocal operation in fractions.

Difficulty Definitions:
* Easy:
  - Fraction divided by whole number
  - Whole number 2, 3, 4 or 5
* Medium:
  - Whole number divided by fraction
  - Whole number 2, 3, 4 or 5
* Hard:
  - Fraction divided by whole number or whole number divided by fraction
  - Whole number 6, 7, 8 or 9
  - Fraction denominators 2, 3, 4, 5, 6, 8, 9, 10 or 12

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 5 Unit 9
Unit Name: Fraction Division
Cluster ID: CCSS.MATH.CONTENT.5.NF.B+1
Cluster Name: Apply and extend previous understandings of multiplication and division.
Lesson Name: Dividing Unit Fractions and Whole Numbers: Word Problems
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.5.NF.B.7.C+1
Standard Description: Solve word problems that involve dividing unit fractions by whole numbers and whole numbers by unit fractions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* - Unit fraction with denominators 2, 3, 4, 5, 6, 8, 9, 10
- Whole number less than 15
- Only division between unit fraction and whole number
- Real-world context required
- Quotient cannot be larger than 30 or have a denominator larger than 30

Common Misconceptions:
* - Assumes division reduces the numerator instead of scaling up unit fractions.
* - Confuses division with multiplication when dividing a unit fraction by a whole number.
* - Ignores real-world context; misinterprets "each" as unequal distribution in division.
* - Misapplies reciprocal rule when dividing a whole number by a unit fraction.

Difficulty Definitions:
* Easy:
  - Fraction divided by whole number
  - Fraction denominators 2, 3 or 4
  - Whole number 2, 3, 4 or 5
* Medium:
  - Whole number divided by fraction
  - Fraction denominators 2, 3 or 4
  - Whole number 2, 3, 4 or 5
* Hard:
  - Fraction divided by whole number or whole number divided by fraction
  - Whole number up to and including 15
  - Fraction denominators 2, 3, 4, 5, 6, 8, 9 or 10

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+2
Standard Description: nan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: *None specified*
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+2
Standard Description: nan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Interpret Two-Way Tables
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.4+1
Standard Description: Interpret data on a two-way table.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Create Two-Way Tables
Lesson Order: 81.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.4+2
Standard Description: Create two way tables to represent data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 5th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Two-Way Table Probability Problems
Lesson Order: 82.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.4+3
Standard Description: Interpret a two-way table to determine probability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1
Standard Description: Write and evaluate numerical expressions involving whole-number exponents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Write Exponential Expressions
Lesson Order: 1.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+1
Standard Description: Write numerical expressions involving whole-number exponents.

Key Concepts:
*None specified*

Learning Objectives:
* Write an exponential expression from repeated-multiplication form.

Assessment Boundaries:
* - Exponents must be whole numbers 2 – 10 inclusive.  
- Exponent 0, negative exponents, and fractional exponents are not permitted.  
- No power-of-a-power (e.g., (2³)²), no powers of sums or differences (e.g., (2 + 3)⁴).  
- Bases must be  
  - Positive whole-number bases 2 – 1,000 inclusive.  
        - No Fractions, decimals, negative bases, mixed numbers, irrational numbers, variables, or numbers larger than 1001 for bases allowed. 
- Must be a single base number raised to a single whole number.
- Explanations must clearly and consistently identify the base and exponent, emphasizing that the base is multiplied by itself as many times as indicated by the exponent
- Each question consists of two sentences: A "question" field with the question like 'Write the expression using an exponent' and an instruction field like that:
 instructions": {
            "type": "string",
            "description": "Use the ^ symbol for an exponent."
            }

Common Misconceptions:
* Combine the first two factors into a larger base and then square it, e.g., 4 × 4 × 4 × 4 written as 16²
* Count the repeated factors incorrectly and write one less (or one more) as the exponent, e.g., 4 × 4 × 4 × 4 written as 4³
* Evaluate a power by multiplying the base and the exponent (or by repeated addition) instead of by repeated multiplication, e.g., 4³ calculated as 4 × 3 = 12
* Swap the roles of base and exponent, e.g., 2 × 2 × 2 written as 3²

Difficulty Definitions:
* Easy:
  - Base is either 2 or 3 AND exponent ≤ 5
* Medium:
  - Base is 4-10 AND exponent ≤ 5
* Hard:
  - Base is 2-10 AND exponent is greater than 5, or
  - Base is greater than 10 AND exponent ≤ 5

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+1
Standard Description: Write and evaluate numerical expressions involving whole-number exponents. x

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+1
Standard Description: Write and evaluate numerical expressions involving whole-number exponents. x

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+1
Standard Description: Write and evaluate numerical expressions involving whole-number exponents. x

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+1
Standard Description: Write and evaluate numerical expressions involving whole-number exponents. x

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+1
Standard Description: Write and evaluate numerical expressions involving whole-number exponents. x

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Evaluate Exponential Expressions
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.1+2
Standard Description: Evaluate numerical expressions involving whole-number exponents.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a number raised to a power.
* Evaluate a number raised to the power of zero.
* Raise 1 to any power.

Assessment Boundaries:
* A. UNIVERSAL NUMERICAL RESTRICTIONS  
1. Exponents must be whole numbers from 0 through 6, inclusive.  
2. Negative, fractional, or variable exponents are not allowed.  
3. No “power-of-a-power” expressions (e.g., (2³)²) and no powers of sums or differences (e.g., (2 + 3)⁴).  
4. Bases must be positive whole numbers 1 – 20 inclusive.  
   • No negative bases, mixed numbers, irrational numbers, variables, or bases larger than 20.

B. ALLOWED BASE–EXPONENT COMBINATIONS  
A question is in scope only if its base-and-exponent pair fits at least one of the six families below.  
(If it does not appear here, it is out-of-scope, even though it might satisfy the general limits in A.)

1. Exponent 2 with a single-digit base:   1²  through  9²  
2. Exponent 2 with a double-digit base < 20:   10²  through  19²   (20² is NOT allowed)  
3. Any base 1 – 20 raised to the 0th power 
4. Base 1 raised to any power 0 – 6:   
5. Bases 2 or 3 raised to the 2nd – 6th powers
6. Bases 4 – 10 raised to the 3rd power only:   4³ – 10³

Common Misconceptions:
* - Doubling decimals or fractions instead of squaring them (finding 0.2^2 or (3/4)^2 by 0.2 + 0.2 or 3/4 + 3/4 rather than multiplying)
* Add the base and exponent instead of applying repeated multiplication (e.g., 2⁵ = 2 + 5).
* Assume any exponent automatically enlarges the number, so overlook that an exponent of 1 keeps the value unchanged.
* Ignore order of operations and multiply before evaluating the power (e.g., calculating 3 × 2² as (3 × 2)²).
* Misinterpret the exponent as simple multiplication by the base (e.g., thinking 4³ = 4 × 3).

Difficulty Definitions:
* Easy:
  - Written in exponential notation AND
  - Exponent of 2 only with single digit base
* Medium:
  - Written in exponential notation AND
  - Any number raised to the power of 0, OR
  - Raise 1 to a power
* Hard:
  - Written in word form  (e.g., "What is the square of ___?,  "What is _____ squared?,  "What is ___ raised to the power of ___?"), OR
  - Double digits less than 20 raised to the second power, OR
  - Bases 2 or 3 to up to the fifth power, OR
  - Bases greater than 3 and are cubed

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A
Standard Description: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 - y.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+1
Standard Description: Write expressions that record operations with numbers and with letters standing for numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+1
Standard Description: Write expressions that record operations with numbers and with letters standing for numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+1
Standard Description: Write expressions that record operations with numbers and with letters standing for numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+1
Standard Description: Write expressions that record operations with numbers and with letters standing for numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+1
Standard Description: Write expressions that record operations with numbers and with letters standing for numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.B+2
Standard Description: View one or more parts of an expression as a single entity, including factors composed of multiple terms that can be both a single factor and the sum of terms.

Key Concepts:
*None specified*

Learning Objectives:
* Given an expression, explain how viewing a group of terms as a single entity changes the order of operations.
* Identify the factors in an expression, including factors that are sums of terms enclosed in parentheses.
* Rewrite expressions by grouping terms to demonstrate how different interpretations of the expression as a single entity can lead to equivalent expressions.

Assessment Boundaries:
* Assessment is limited to viewing factors composed of multiple terms as a single entity and understanding compound expressions. More complex expressions with nested parentheses or multiple operations are beyond the scope.

Common Misconceptions:
* Some students might focus on only one aspect of a part of an expression, such as viewing (5 + 3) solely as a sum, without recognizing it can also function as a single factor in a product.
* Students may incorrectly believe that each part of an expression must be interpreted independently without realizing that some parts function together as a single mathematical entity.
* Students may struggle with the idea that terms within parentheses or other grouping symbols retain their identity as sums or products beyond the immediate operation, overlooking the multi-term factor element.
* There could be confusion when students perceive complex expressions like 3(4 + 2) as just a sequence of calculations, missing the concept that expressions like (4 + 2) can be viewed as single units within larger expressions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Order of Operations
Lesson Order: 3.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.C+1
Standard Description: Apply the order of operations to evaluate expressions.

Key Concepts:
*None specified*

Learning Objectives:
* Apply order of operations correctly without parentheses when evaluating algebraic expressions with fractional values.
* Apply the order of operations correctly without parentheses when evaluating algebraic expressions with integer values.
* Evaluate numerical expressions following the order of operations including whole number exponents

Assessment Boundaries:
* - Scope is limited to evaluating numerical expressions; no writing, translating, or solving equations, and no application of geometric or scientific formulas.
- Permitted operations: addition, subtraction, multiplication, division, and whole-number exponentiation.
- No negative, fractional, or variable exponents; no exponentiation of an exponent (no power towers).
- Parentheses/brackets may be nested to a maximum depth of three; no other grouping symbols (e.g., absolute-value bars, radicals, factorials).
- Expressions must use **minimal necessary grouping**: include a grouping symbol only when needed to override the normal order of operations.
- Only whole numbers and integers in the range −100 to 100.
- No exponents or multiplications for which the product will exceed 100.
- No negative results, and no addition of negative numbers.
- Problems may present division, exponents within parentheses, and multiplication in a single sequence, assessing students’ ability to apply the correct order of operations and prioritize steps appropriately.
- Division must be written with the “÷” symbol or as a fraction bar; no long-division notation, complex fractions, or division by zero. No dividing by fractions.
- No inclusion of percentages, ratios, rates, negative bases with even exponents leading to sign issues, or any context that requires additional concepts (e.g., square root, scientific notation, prime factorization).
- No more than 5 steps

Common Misconceptions:
* Adding or omitting parentheses unnecessarily, which either overrides the conventional order or implies an incorrect grouping in nested expressions
* Applying an exponent only to the nearest number instead of to the entire quantity inside the parentheses (e.g., squaring 0.55 instead of the whole (0.95 − 0.9 + 0.55))
* Forgetting that multiplication and division of equal rank must be executed left-to-right, leading to mis-grouping like 0.99 ÷ 9 × 3 interpreted as 0.99 ÷ (9 × 3)
* Performing addition or subtraction before handling multiplication or division in the same line (e.g., treating 1 + 0.8 × 5 as (1 + 0.8) × 5)

Difficulty Definitions:
* Easy:
  - Expression contains one pair of parentheses and a total of 2 operations with no nested grouping symbols OR
  - Expression contains no parentheses and a total of 3 operations with no nested grouping symbols OR
  - May have one whole-number exponent (power ≤ 3) applied to a single term.
* Medium:
  - Expression includes exactly one set of parentheses (not nested) and 3 operations that require switching between at least two operation ranks (e.g., exponent → multiply/divide → add/subtract).  
  - May have one whole-number exponent (power ≤ 3) may apply either to a single term or to the result inside the parentheses. 
  - May use integers up to 16
* Hard:
  - 4 or 5 operations involved (including exponents)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4
Standard Description: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for..

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4+1
Standard Description: Identify when two expressions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4+1
Standard Description: Identify when two expressions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4+1
Standard Description: Identify when two expressions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4+1
Standard Description: Identify when two expressions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.EE.A
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4+1
Standard Description: Identify when two expressions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.6.NS.A.1+5
Standard Description: Solve word problems involving greatest common factor or least common multiple.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a problem involving greatest common factor.
* Solve a problem involving least common multiple.

Assessment Boundaries:
* - For LCM: ONLY whole numbers from 1 to 12 (including 12) 
- For GCF: ONLY whole numbers under 50 
- The question maintains a consistent context to the end and gives no clues about the task type

Common Misconceptions:
* - Choosing the least common multiple when the scenario actually requires the greatest common factor (or vice-versa) because they focus on the words “least” and “greatest” instead of understanding the context.
* - Ending the search for a common multiple too soon and declaring the first shared multiple they notice as the LCM, even if a smaller common multiple exists.
* - Listing factors for only one of the numbers and picking a factor that is not shared by both, then labeling it as the GCF.
* - Treating real-world phrases like “same number in each group” as a cue to multiply (LCM) rather than divide (GCF), leading to too many groups or items left over.

Difficulty Definitions:
* Easy:
  - For GCF: Both numbers less than or equal to 15
  - For LCM: Both numbers less than or equal to 5
* Medium:
  - For GCF: One or both numbers between 16 and 36 (inclusive)
  - For LCM: One or both numbers between 6 and 9 (inclusive)
* Hard:
  - For GCF: One or both numbers greater than 36
  - For LCM: One or both numbers greater than 9

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.2+3
Standard Description: Fluently divide multi-digit numbers greater than three digits using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a five-digit number by a three-digit number using the standard algorithm.
* Divide a five-digit number by a two-digit number using the standard algorithm.
* Divide a four-digit number by a three-digit number using the standard algorithm.
* Divide a four-digit number by a two-digit number using the standard algorithm.

Assessment Boundaries:
* Assessment is limited to dividing multi-digit whole numbers up to five digits using the standard long division method. Calculations should not include decimals, complex remainders, or contextual word problems.

Common Misconceptions:
* A common misconception is that dividing larger numbers requires an entirely new or different method than smaller numbers, leading to a lack of confidence or unnecessary complexity in their approach.
* Some students might not fully understand how to handle remainders, either ignoring them or failing to divide further to deal with them appropriately.
* Students may confuse the steps in the standard algorithm, particularly when dealing with larger numbers, and as a result make mistakes in the placement of digits in the quotient.
* Students might have difficulty maintaining the alignment of digits during the calculation, leading to significant errors, especially when moving digits according to place value.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+11
Standard Description: Fluently divide three-digit decimals using the standard algorithm for each operation.

Key Concepts:
*None specified*

Learning Objectives:
* Discuss the reasonableness of the quotient when dividing three-digit decimals by providing estimates before performing the actual division using the standard algorithm.
* Divide a three-digit decimal by a one-digit decimal, showing the quotient to the thousandths place.
* Divide a three-digit decimal by a one-digit whole number using the standard algorithm, demonstrating each step clearly to ensure understanding of place value changes.
* Divide a three-digit decimal by a three-digit decimal, showing the quotient to the thousandths place.
* Divide a three-digit decimal by a two-digit decimal, showing the quotient to the thousandths place.
* Divide a three-digit decimal by a whole number, showing the quotient to the thousandths place.

Assessment Boundaries:
* Assessment is limited to dividing decimals where both the dividend and the divisor have up to three decimal places. Problems requiring repetition or substantial real-world context are beyond the scope.

Common Misconceptions:
* Students could struggle with estimating reasonable placements of the decimal in their answers, often misplacing the decimal without verifying the reasonableness of their answer.
* Students might misinterpret the placement of the decimal point in the dividend and divisor, which can lead to incorrect positioning of the decimal in the quotient.
* Students might mistakenly believe that dividing decimals follows the same straightforward process as dividing whole numbers, without recognizing the additional step of adjusting the decimal point.
* There may be confusion around when and how to shift the decimal point when dividing by a decimal, often resulting in either neglecting to shift it or shifting it incorrectly.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+12
Standard Description: Fluently divide multi-digit decimals greater than three using the standard algorithm for each operation.

Key Concepts:
*None specified*

Learning Objectives:
* Check the reasonableness of solutions when dividing multi-digit decimals by estimating and comparing to exact solutions.
* Describe the impact of adjusting decimal positions on the quotient and remainder when solving division problems.
* Divide a multi-digit decimal (up to five digits) by a multi-digit decimal (up to five digits) using the standard algorithm.
* Divide a multi-digit decimal (up to five digits) by a multi-digit whole number using the standard algorithm.
* Divide a multi-digit decimal (up to five digits) by a single-digit whole number using the standard algorithm.
* Divide a multi-digit whole number by a multi-digit decimal (up to five digits) using the standard algorithm.
* Explain each step of the division process when dividing multi-digit decimals, ensuring understanding of decimal placement throughout the computation.
* Use estimated quotient values to predict decimal placement before completing the division algorithm.

Assessment Boundaries:
* Assessment is limited to the division of multi-digit decimals where each decimal has no more than five digits, including the decimal point. Calculations involving division must be performed using the standard algorithm without the assistance of a calculator.

Common Misconceptions:
* Learners might believe that zero as it appears either in the dividend or the quotient can be disregarded, leading to incorrect calculations and misconceptions about place value.
* Some students may erroneously assume that the number of decimal places in the dividend and divisor affects the location of the decimal point in the quotient, rather than correctly moving the decimal point based on the divisor.
* Students may mistakenly align the decimal points, rather than correctly aligning the digits according to place value when dividing, which can cause errors in calculating the quotient.
* There can be a misunderstanding that dividing by a decimal has the same impact on results as dividing by a whole number, which can lead to incorrect conclusions about the size and placement of numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+13
Standard Description: Fluently add, subtract, multiply, and divide multi-digit decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the reasoning behind each step in the standard algorithms for adding, subtracting, multiplying, and dividing multi-digit decimals, focusing on the importance of place value.
* Interpret the remainder in a word problems that require dividing two multi-digit decimals.
* Solve word problems that require adding two multi-digit decimals.
* Solve word problems that require dividing two multi-digit decimal.
* Solve word problems that require multiplying two multi-digit decimals.
* Solve word problems that require subtracting two multi-digit decimals.

Assessment Boundaries:
* Assessment is limited to operations using decimals up to the thousandths place. Focus on using the standard algorithm for addition, subtraction, multiplication, and division without integrating advanced mathematical concepts or other operations.

Common Misconceptions:
* Students may incorrectly align the decimal points in various decimal operations, leading them to an incorrect calculation. They might not understand that aligning decimal points is crucial for accurate addition and subtraction.
* Students may not properly convert or understand decimals as fractions, which can lead to confusion about operations, especially multiplication and division. This misunderstanding can lead to errors in calculations, such as viewing 0.5 as a larger number than 0.50.
* Students might assume that rules for operating with whole numbers apply without adjustment to decimals, leading to errors like ignoring the need to adjust place values when multiplying decimals.
* Students often struggle with the placement of the decimal point in a product or quotient. They may believe the decimal point should simply be 'carried down' rather than calculating its correct position based on the operation performed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Prime Factorization
Lesson Order: 4.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.4+1
Standard Description: Write a number as a product of prime factors and represent the product using exponents.

Key Concepts:
*None specified*

Learning Objectives:
* Find the prime factorization of a number.

Assessment Boundaries:
* Assessment is restricted to:
- Positive integers from 4 to 100
- Numbers whose prime factorization includes only primes 2, 3, 5, 7, and 11
- Composite numbers only

Common Misconceptions:
* Includes 1 as a factor in the prime factorization
* Leaves composite numbers in the factorization
* Lists repeated primes instead of using exponent notation
* Orders prime factors from greatest to least

Difficulty Definitions:
* Easy:
  Numbers from 4 to 20
Prime factors limited to 2, 3, and 5 only
At most 2 distinct prime factors
* Medium:
  Numbers from 21 to 50 with prime factors limited to 2, 3, and 5
OR numbers from 14 to 49 that include prime factor 7
* Hard:
  Numbers from 51 to 100
OR any number that includes prime factor 11

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Greatest Common Factor
Lesson Order: 5.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.4+2
Standard Description: Identify and find the greatest common factor (GCF) of two whole numbers where each number is less than or equal to 100, using methods such as prime factorization

Key Concepts:
*None specified*

Learning Objectives:
* Find the greatest common factor (GCF) of two whole numbers that share no common factors other than 1, each less than or equal to 100, using prime factorization.
* Find the greatest common factor (GCF) of two whole numbers, each less than or equal to 100, using prime factorization.
* Find the greatest common factor (GCF) of two whole numbers, where one is prime, each less than or equal to 100, using prime factorization.
* Find the prime factorization of a given whole number less than or equal to 100.

Assessment Boundaries:
* - The number to be factored must be a whole number less than or equal to 100.
- No word problems

Common Misconceptions:
* - Confuse greatest common factor with least common multiple, giving the LCM when asked for GCF  .
* - End prime factorization after the first prime division, missing repeated primes and arriving at a GCF that is too small
* - Factor out a common number from just one addend in a sum (e.g., 36 + 8 → 4 × 36 + 8) instead of both, misapplying the distributive property
* - Ignore 1 as a possible common factor, so they never report a GCF of 1 when numbers are relatively prime

Difficulty Definitions:
* Easy:
  - Both numbers less than or equal to 10
* Medium:
  - One or both numbers between 10 and 20
* Hard:
  - One or both numbers greater than 20

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 1
Unit Name: Numerical Expressions and Factors
Cluster ID: CCSS.MATH.CONTENT.6.NS.B
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Least Common Multiples
Lesson Order: 6.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.4+3
Standard Description: Find the least common multiple (LCM) of two whole numbers where each number is less than or equal to 12.

Key Concepts:
*None specified*

Learning Objectives:
* Find the least common multiple of two numbers.

Assessment Boundaries:
* - Each number must be a positive whole number from 2 to 12 (including 12) 
- Zero, negative numbers, fractions, decimals, mixed numbers, percents, variables, or radicals are not permitted
- No word problems

Common Misconceptions:
* - Assuming the original numbers themselves cannot be the LCM and skipping them even when they are the first common multiple
* - Confusing least common multiple with greatest common factor and selecting the common factor instead of the common multiple
* - Omitting repeated prime factors in factor trees, producing an LCM or GCF that is too small
* - Stopping the search for common multiples at the smaller number, missing larger shared multiples

Difficulty Definitions:
* Easy:
  - Both numbers less than or equal to 9
* Medium:
  - One or both numbers greater than 9
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+3
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Writing Variable Equations: Word Problems
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.7+6
Standard Description: Write one-step equations to represent real-world situations.

Key Concepts:
*None specified*

Learning Objectives:
* Select a one-step addition equation representing a combine or increase situation, where the unknown may be the total or a part.
* Select a one-step division equation (or equivalent multiplication equation) to represent a sharing or partitioning situation, where the unknown is the size of each group or the number of groups.
* Select a one-step multiplication equation representing equal groups, where the unknown may be the total or a factor.
* Select a one-step multiplication equation to represent a cost-per-item or similar per-unit scenario.
* Select a one-step subtraction equation representing a decrease or “after … left …” situation, where the unknown may be the starting amount or the result.
* Select the correct equation based on whether the variable represents a total or a part (e.g., addend, subtrahend, factor, or quotient).

Assessment Boundaries:
* Assessment is restricted to:
---
# **1. Item Type**

A single task type: **Select-the-Equation Multiple Choice (A–D)**.

* Students read a short real-world situation.
* The variable is **italicized** and explicitly defined (e.g., *n*, the number of…).
* Students select **one equation** that matches the scenario.
* All answer choices are **equations**, not expressions.
* Students do **not** write or solve equations.

---

# **2. Equation Structure Requirements**

## **A. Variable Formatting**

* All variables must be **italicized** (e.g., *n*, *t*, *x*, *g*).
* Variables must be single lowercase letters.
* The variable letter must be the **first letter of the object it represents** (e.g., *t* for tickets, *p* for pencils, *b* for boxes).
* The chosen object in the scenario must have a **unique initial letter** so the variable assignment is unambiguous.

## **B. One-step equations only**

Allowed operations:

* Addition
* Subtraction
* Multiplication (implicit coefficient × variable)
* Division (fraction form only)

No multi-step equations.
No combining operations.

## **C. Variable expression must ALWAYS appear on the left side**

Left side must be one of the following:

* a single variable (e.g., *n*), OR
* a one-step expression containing the variable (e.g., *n* + 4, *x* − 4, 4*n*, (\frac{x}{4}))

Right side:

* must be a **single whole number**
* **cannot** contain arithmetic (e.g., no “20 + 12”)

Examples NOT allowed:

* 32 = *n* + 4
* *n* = 4 + 6
* *n* = 4 (\cdot) 8
* *x* = (\frac{40}{10})

## **D. Variables must appear exactly once**

No repeated or combined variable terms:

* *n* + *n*
* 2*n* + *n*
* *x* − *x*
  (All disallowed)

## **E. Multiplication Formatting (STAAR-Aligned)**

* No multiplication sign (×), no asterisk (*).
* No letter “x” used as a multiplication operator.
* Coefficient must come **before** the variable (4*n*, 7*t*).
* Implicit multiplication only between number and variable.
* If multiplying two numbers, use the dot operator (e.g., 6 (\cdot) 4).

## **F. Division Formatting**

* Only allowed form: LaTeX fraction
  (\frac{\text{numerator}}{\text{denominator}})
* No slash (/), no ÷, no `\over` notation.

## **G. No parentheses**

No grouping symbols of any kind.

---

# **3. Quantity Constraints**

* Whole-number quantities only.
* No fractions, decimals, negatives, or unit conversions.

---

# **4. Allowed Context Types**

Scenarios must involve **one** of these relationships:

* Add-to / put-together (addition)
* Take-from / before–after (subtraction)
* Equal groups (multiplication)
* Fair share / partition (division)
* Price-each / unit rate (multiplication format only)

Only **one event** may be described.

---

# **5. Linguistic Constraints (STAAR Style)**

Contexts may include:
“after,” “before,” “left,” “remained,” “together,”
“in all,” “altogether,” “each,” “per.”

Constraints:

* No multi-step language.
* No extra narrative detail.
* No complex or compound relationships.

---

# **6. Answer Choice Requirements**

* Exactly **four** answer choices (A–D).
* All four must be **equations** with an equal sign.
* Only **one** correct equation.
* The correct equation must follow the **logical sequence** of the scenario as written in the question stem.  
  - If the stem presents quantities in a specific order, the equation must preserve that order on the right-hand side.  
  - The equation must not reverse or reorder quantities in a way that changes the narrative flow.
* All variables must be italicized.

### **A. One operation per answer choice (STAAR-aligned)**

Among the four choices:

* Only **one** addition equation
* Only **one** subtraction equation
* Only **one** multiplication equation
* Only **one** division equation

No two choices may use the same operation category.

### **B. Distractor design (must follow STAAR patterns)**

Distractors must be mathematically plausible and include patterns such as:

* Reversing operations (e.g., *n* − 4 instead of *n* + 4)
* Incorrect operation choice
* Inverted fractions (e.g., (\frac{f}{18}) vs. (\frac{18}{f}))
* Incorrect variable placement (variable on right side)
* Misinterpreting the scenario (e.g., treating “after 4 joined” as subtraction)

### **C. Formatting constraints**

* No expressions without an equal sign.
* No side of the equation may contain a numeric expression (e.g., “20 + 12”).
* Division distractors must also use fraction format.

---

# **7. Explicit Exclusions**

* No solving equations.
* No writing equations (students only select).
* No diagrams, tables, graphs, or pictures.
* No multi-variable equations.
* No fractions, decimals, ratios, percents, or proportions.
* No unit conversions.
* No multi-step scenarios.
* No expressions (e.g., “4 + *n*”), classification tasks, or equation manipulation.

---

Common Misconceptions:
* - Reverses dividend and divisor, writing 7 / 56 = c for fair share problems.
* - Writes 23 + 9 = m instead of m − 9 = 23.
* - Writes 8 + 12 = s for 12 groups of 8, ignoring multiplication.
* - Writes T / 4 = n, confusing division with multiplication in unit-price situations.

Difficulty Definitions:
* Easy:
  The problem requires mapping a real-world situation to a correct one-step equation.
The variable is embedded within the equation and represents an unknown quantity, which may be a starting amount, a total, a factor, or a divisor.
Uses relational and positional language such as “before,” “after,” “left,” “more than,” “each,” and “per,” which must be correctly interpreted to determine the equation structure.
Requires tracking relationships between quantities (e.g., starting vs. resulting amounts, groups vs. totals).
Limited to one-step equations with whole-number values.
Answer choices include structurally plausible distractors that reflect common student misconceptions, such as: * operation reversal (addition vs. subtraction, multiplication vs. division), * variable-role confusion (part vs. total), * factor/total inversion, * division inversion.
The task focuses on selecting or interpreting the correct equation rather than solving it.
Example structures include:**
(n + 4 = 32)
(x - 4 = 31)
(18f = 396)
(x \div 3 = 7)
This definition fully aligns with Grade 6 STAAR equation-selection items and should be used for all items of this type.
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+3
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Writing Variable Equations: Word Problems
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+9
Standard Description: Write one-step equations to represent real-world situations.

Key Concepts:
*None specified*

Learning Objectives:
* Select a one-step division equation (or equivalent multiplication equation) to represent a sharing or partitioning situation, where the unknown is the size of each group or the number of groups.
* Select a one-step multiplication equation to represent a cost-per-item or similar per-unit scenario.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Independent and Dependent Variables from Tables and Graphs
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9
Standard Description: Identify independent and dependent variables in contexts that use graphs, and tables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Independent and Dependent Variables
Lesson Order: 81.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+1
Standard Description: Identify independent and dependent variables in situations.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how variables can be used to model changes in quantities and justify the selection of one variable over another in this role.
* Explain the process of transforming a real-world situation into a mathematical model using variables and justify the model's representation of the problem.
* Identify both the independent AND dependent variables in a written description of a relationship between two quantities.
* Identify the independent OR dependent variable in a written description of a relationship between two quantities.
* Identify the independent and dependent variables in a coordinate graph showing whole-number ordered pairs.
* Identify the independent and dependent variables in a two-column table of whole-number pairs.

Assessment Boundaries:
* - Contexts discrete (books, blocks, hours) or proportional with constant rate; fractional people/items not required;
- An actual word problem should be given (which includes phrases like “depends on,” “for each,” “for every,” etc.) before the question is asked. Both the independent and dependent variables must be clearly described and the variable symbols must be explicitly defined (e.g., “Let t be hours and c be cost in dollars; c depends on t”).
- No formula or equation is provided.
- Do not use $\times$ in the stem; write multiplication with a dot ($\cdot$) or by juxtaposition (e.g., $c=5\cdot t$ or $c=5t$).

Common Misconceptions:
* Assuming the variable listed first in a table or problem is always the independent variable regardless of the actual relationship
* Believing that both variables change independently of each other rather than recognizing one depends on the other
* Confusing which variable causes the change versus which variable responds to the change, such as thinking the total price controls how many blocks are bought
* Mixing up the definitions by thinking the dependent variable is the one you can control or choose

Difficulty Definitions:
* Easy:
  - Identify both the independent AND dependent variables in a written description of a relationship between two quantities.
* Medium:
  - Identify the independent OR dependent variable in a written description of a relationship between two quantities.
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Writing Equations from Tables
Lesson Order: 83.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+2
Standard Description: Write an equation from a table.

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the ability to rearrange and simplify equations to express one variable in terms of another, ensuring clarity in dependent-independent relationships.
* Given a graph, choose the matching table.
* Given a real world context, and a table, complete the equation (e.g., "Complete the equation that represents the relationship between [variable 1] and [variable 2]." [variable 1] = <blank> [operation] [variable 2])
* Given a real world context, and a table, write the equation (e.g., "Complete the equation that represents the relationship between [variable 1] and [variable 2]." [variable 1] = <blank>)
* Given a table, choose the matching graph.
* Given an equation, choose the matching table.
* Given just a real world context write the equation (e.g., "Complete the equation that represents the relationship between [variable 1] and [variable 2]." [variable 1] = <blank>)

Assessment Boundaries:
* -  Equations are one-step.
- All numbers are one- or two-digit integers.
- A real-world context must be provided before the question; the stem must explicitly define the variables and state which is independent and which is dependent (e.g., “Let t be hours and c be cost; c depends on t”).
- When students write the equation, require the dependent variable on the left and a variable-first (positive coefficient) expression on the right with a single operation and one constant (e.g., y=x+6 or y=x−6); do not accept constant-first (e.g., y=6+x) or negative-leading variable forms (e.g., y=−x+6).

Common Misconceptions:
* Omit or mis-sign the constant term, turning c = t + 8 into c = t − 8 or c = t
* Replace the given variable names with new ones, breaking the link to the context and table
* Reverse the dependent and independent variables, e.g., write t = c + 8 instead of c = t + 8
* Treat an additive relationship as multiplicative, e.g., assume c = 8t because the change is “8 more”

Difficulty Definitions:
* Easy:
  - Given a real world context, and a table, finish the equation.
* Medium:
  - Given a real world context, and a table, write the equation.
* Hard:
  - Given just a real world context write the equation.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Solving Equations
Lesson Order: 84.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+3
Standard Description: Find a value using given two-variable mathematical equations.

Key Concepts:
*None specified*

Learning Objectives:
* Given a one-step equation with two variables and the numerical value of one variable, substitute and compute to determine the value of the other variable (e.g. Use the equation h=5w to find the value of h when w=8.)

Assessment Boundaries:
* -  Only one step equations - Must be given the independent variable and asked for the dependent variable. - All numbers must be whole numbers (no decimals or fractions). -Division problems must result in whole number answers. - Abstract equations only (no word problems or real-world contexts). - Equations use only two variables

Common Misconceptions:
* Dropping the negative sign when the given independent value is negative, causing an incorrect final result
* Interpreting a coefficient as addition, reading 5w as 5 + w instead of 5 × w
* Performing the opposite operation after substitution, such as adding instead of multiplying (or vice-versa)
* Plugging the given number into the wrong symbol, swapping the independent and dependent variables

Difficulty Definitions:
* Easy:
  - Single-digit coefficients and constants with addition or subtraction.
  - Addition or subtraction operations.
* Medium:
  - Larger coefficients (10-20) with multiplication, or single-digit with division.  
  - multiplication and division operations only.
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Solving Equations: Word Problems
Lesson Order: 85.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+4
Standard Description: Find a value using given two-variable real-world equations.

Key Concepts:
*None specified*

Learning Objectives:
* Given a word problem context and a value for the independent variable, find the missing dependent variable.
* Given a word problem context, two-variable equation, and a value for the independent variable, find the missing dependent variable.

Assessment Boundaries:
* -  Only one step
- Must be word problems
- Must provide a verbal description of the relationship. For example,"Dean works at a grocery store. Every day he spends 4 hours stocking shelves and the rest of his workday bagging groceries. Let w represent the number of hours Dean works in a day and c represent the number of hours he spends bagging groceries." 
- Must be given the independent variable and asked for the dependent variable.
- Numbers in question stem do not exceed 100

Common Misconceptions:
* Omit the constant term in equations with addition/subtraction, computing only the product or sum for one part (e.g., turn d = h + 11 into d = h or d = 11)
* State the bare number without attaching the correct units or context, so answers like “63” appear instead of “63 minutes on the bus”
* Substitute the given number into the wrong letter because they confuse which variable is independent versus dependent
* Treat the coefficient as an amount to add rather than multiply (e.g., read m = 9d as m = 9 + d)

Difficulty Definitions:
* Easy:
  - Equation provided in the question stem
* Medium:
  - Equation is NOT provided to student 
  - Both numbers provided in question stem are less than or equal to 20
* Hard:
  - Equation is NOT provided to student 
  - One or both numbers in question stem greater than 20

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Graphing Equations
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+5
Standard Description: Graph a two-variable equation.

Key Concepts:
*None specified*

Learning Objectives:
* Identify points that lie on the graph of a linear equation.
* Identify the line for a two variable equation.

Assessment Boundaries:
* -  Equations are y=kx or y=x±k.
- Students only complete an x–y table on EASY; MEDIUM/HARD require graphing with no table.
- No word problems.
- If k is a whole number, it is between 1 and 100 (inclusive).
- If k is a decimal, it is between 0 and 3, is to the tenths place, and ends in .5.
- If k is a fraction, it is a proper fraction with denominator of 2, 3, 4, or 5 only.
- In y=kx, k MUST be a positive number.
- EASY table items: integer x-values only; 4–6 rows; at least 3 blank cells for student entry.

Common Misconceptions:
* Believing that negative values or zero cannot be used as inputs when the context allows for them
* Confusing which variable goes on which axis when plotting points on a coordinate plane
* Plotting points by using the same number for both x and y coordinates instead of using the equation to find corresponding values
* Thinking the equation represents only one specific point rather than a relationship that generates multiple coordinate pairs

Difficulty Definitions:
* Easy:
  - Complete an HTML x–y table (multiple blanks) for y=kx or y=x±k where k and any constant are whole numbers 1–9 (inclusive).
* Medium:
  - Graph y=x±k with whole-number constant k 10–20 (inclusive) (no table).
  - Graph y=kx where k is a unit fraction in {1/2, 1/3, 1/4, 1/5} (no table).
* Hard:
  - Graph y=x±k with whole-number constant k 21–100 (inclusive) (no table).
  - Graph y=kx where k is a non-unit proper fraction with denominator 2,3,4, or 5 (no table).
  - Graph y=kx or y=x±k where k is a decimal in {0.5,1.5,2.5} (no table).

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Writing a Two-Variable Equation
Lesson Order: 88.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+6
Standard Description: Write a two-variable equation from a real-world problem.

Key Concepts:
*None specified*

Learning Objectives:
* Write a two-variable equation for a constant additive relationship (y = x ± k) described.
* Write a two-variable equation for a constant multiplicative relationship (y = kx) described.

Assessment Boundaries:
* - Contexts describe a constant additive or multiplicative relationship; coefficients are whole numbers ≤ 25 or a simple fraction/decimal like 3 ¾ or 3.5
- Expected equation format is y = kx or y = x ± k only; no combined operations or proportions

Common Misconceptions:
* Inserting an unnecessary constant term (y = kx + b) even when the context has no fixed starting amount
* Miscopying fractional or decimal coefficients, e.g., changing 3 ¾ to 3.4 or omitting the fraction part altogether
* Reversing the roles of variables by writing x = ky or x = y ± k instead of expressing the dependent variable in terms of the independent one
* Treating repeated equal groups as additive (y = x + k) when the situation calls for multiplication (y = kx), or vice-versa

Difficulty Definitions:
* Easy:
  - Write y = kx or y = x + k with whole numbers k ≤  10
* Medium:
  - Write y = kx or y = x + k with whole numbers k > 10
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Interpreting Graphs in Word Problems
Lesson Order: 89.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+7
Standard Description: Interpret graphs presented in word problems, extracting and analyzing quantitative information to explain the relationships shown.

Key Concepts:
*None specified*

Learning Objectives:
* (e.g This graph shows how the cost of a cab ride depends on the distance in miles.
* (e.g. This graph shows how the cost of a cab ride depends on the distance in miles.
* <<graph>>
* Given a graph of the relationship, determine the value of the dependent value for a specified independent value.
* Given a graph of the relationship, determine the value of the independent value for a specified dependent value.
* How much money does Mona need to spend on new stamps in order to have a total of 6 stamps in her collection?
* If a cab ride is $15, how many miles was it?)
* If a cab ride is 5 miles long, how much will it cost?)

Assessment Boundaries:
* - Graphs depict straight-line relationships with integer axes ticks (0–10, 0–100, or 0-1,000 depending on context)
- Questions ask for a single read-off (find y for given x, or x for given y); no slope calculation or piecewise graphs
- The point is clearly visible on the graph
- Questions require an introduction. For example, "This graph shows how the total number of stuffed animals Florence has in her collection is related to the amount of money she spends on additional stuffed animals."
- Only whole numbers and/or decimals that end in .5 allowed as part of question and answers 
- Only integer marks are allowed on the number line and step sizes must be integers (1, 10 or 100).
- The answer coordinates must not be explicitly displayed on the plot.

Common Misconceptions:
* Assuming every straight-line relationship must pass through (0, 0) and using that false proportional reasoning instead of the plotted data point.
* Giving the x-value of the visible point when the question asks for the corresponding y-value (or vice versa).
* Ignoring the axis labels/units and reporting a mismatched quantity (e.g., saying “6 stamps” when the axis is in dollars).
* Treating the horizontal axis as the dependent variable and the vertical axis as the independent one, so they look up the wrong coordinate.

Difficulty Definitions:
* Easy:
  - Both the dependent and independent variables are whole numbers, AND
  - Scale is 0-10 or 0-100
* Medium:
  - One of the variables is a decimal, AND 
  - Scale with decimal is 0-10
* Hard:
  - Scale is 0-1,000, OR 
  - Both of the variables are decimals and scale is 0-10

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 10
Unit Name: Equations in Two Variables
Cluster ID: CCSS.MATH.CONTENT.6.EE.C
Cluster Name: Represent and analyze quantitative relationships between dependent and independent variables.
Lesson Name: Independent and Dependent Variables from Tables and Graphs
Lesson Order: 82.0
Standard ID: CCSS.MATH.CONTENT.6.EE.C.9+8
Standard Description: Identify independent and dependent variables in contexts that use graphs, and tables.

Key Concepts:
*None specified*

Learning Objectives:
* Given a graph, identify the independent or dependent variables.
* Given a graph, identify the list of independent or dependent variables.
* Given a table, identify the independent or dependent variables.
* Given a table, identify the list of independent or dependent variables.

Assessment Boundaries:
* Assessment is restricted to items that:
---
# **1. Stimulus Structure**
Each item must include:
## **A. One-sentence context**
* Provides a simple real-world situation (e.g., cost, distance, earnings, temperature, height).
* Establishes a clear independent → dependent relationship.
* Does **not** include any numbers or restate table/graph labels.
## **B. A small table or discrete-point graph**
### **General Requirements**

* Exactly **two labeled variables**:* Independent variable in the left column or along the x-axis, * Dependent variable in the right column or along the y-axis
* **4–6 ordered pairs**
* Whole numbers or decimals only
* No negative values
* No unit conversions
* No continuous intervals
* All labels must be clear and familiar (e.g., hours, days, cost, distance).

### **Table & Graph Consistency Rules**

#### **1. Axis Baselines**

* **The x-axis must start at 0.**
* **The y-axis must start at 0**, unless the context makes 0 impossible (e.g., temperature).
* No cropped, truncated, or offset axes (e.g., x-axis starting at 2 or 5).

#### **2. Scaling and Increments**

* Axes must use **consistent, uniform increments**.
* No broken axes, zoomed-in regions, or irregular scaling.

#### 3. Dependent-Value Readability Rule (Required when the question asks for “dependent values”)

When the MCQ stem asks for “dependent values,” every plotted point on the graph must satisfy:

* The y-value of each point must sit **exactly on a horizontal gridline** (a tick-mark value),  
  **or**
* **Exactly halfway between two adjacent horizontal gridlines** so that the value is still an exact, easily readable number.

Additional requirements:

* The axis scale must be chosen so that **both gridline values and their midpoints correspond to exact numbers** (e.g., 10, 20, 30 with midpoints 15, 25; or 2.0, 4.0, 6.0 with midpoints 3.0, 5.0).
* Points may **never** be placed at arbitrary, non-midpoint vertical positions.
* This rule applies **only when the question prompt is about dependent values**; independent-value questions may use any valid positions consistent with all other axis rules.


#### **4. Completeness**

* The graph must display **all data points** in the table.
* The first ordered pair must appear where the scenario logically begins (e.g., time = 0).
* No missing starting values.

#### **5. Visual Simplicity**

* Discrete points only.
* No lines connecting points, trendlines, curves, shading, highlights, or annotations.

---

# **2. Question Prompt**

The question prompt must include the real-world cause-and-effect context from Section 1A.
After that, the prompt must use **only one** of the following approved stems:

* “In the table, which list shows the independent values?”
* “In the table, which list shows the dependent values?”
* “In the graph, which list shows the independent values?”
* “In the graph, which list shows the dependent values?”
* “In the image, which list shows the independent values?”
* “In the image, which list shows the dependent values?”

## **Restrictions**

* No numbers, units, labels, or restated data.
* No references to “input,” “output,” “x-values,” “y-values,” “plotted points,” or similar technical terms.

## **C. Prohibited Content in the Question Stem**

The question stem must **never** include:

* the table or the graph
* any part of the table or graph
* a rewritten or paraphrased description of what the table/graph shows
* any numbers, units, or axis labels
* phrases like “The table shows…”, “The graph displays…”, “As shown in the chart…”
* summaries of trends (e.g., “As the hours increase, the distance increases…”)

The stem may *only* reference the visual by name (“the table,” “the graph,” “the image”).

---

# **3. Skills Assessed**

Only:

* Identifying independent vs. dependent variables
* Selecting the correct list of values from the table or graph

Not allowed:

* Equations
* Slope or rate of change
* Predictions or interpolation
* Multi-step reasoning
* Graph interpretation beyond identifying the variable lists
---
# **4. Answer Choices**
* Exactly **four choices** (A–D).
* At least **three options (A–C)** must be numbers only, comma-separated.
* The **fourth option (D)** may be either:
  * a numeric list, or  
  * the phrase **“None of these”**.
* If “None of these” is used, it **must appear only in option D** and must **never** be the correct answer.
* No units, symbols, brackets, parentheses, or ordered pairs.
* Values must come directly from the displayed data, unless the option is “None of these.”
* Distractors may include:
  * lists using the wrong variable,
  * incorrect reordering,
  * mixed or extraneous values,
  * an optional “None of these” (incorrect) option in D.
---
# **5. Context and Content Limits**

* Must use familiar, observable real-world relationships (e.g., time → cost, time → distance, days → amount produced).
* No abstract, ambiguous, or theoretical variables.
* No contexts requiring inference beyond simply reading the values shown.
---

Common Misconceptions:
* - Assumes the variable printed first in the table is always the independent one.
* - Chooses the list of larger numbers as dependent, ignoring axis or column labels.
* - Gives combined ordered pairs instead of separate x or y values when asked.
* - Treats the y-axis label as input, reversing independent and dependent identification.

Difficulty Definitions:
* Easy:
  Table with two clearly labeled rows/columns where the independent variable is a common driver (e.g., time, number of items).
Whole-number values in ascending order; 3–5 data pairs.
Options include obvious full lists (independent vs dependent) plus simple distractors.
* Medium:
  Uses tables or graphs that require careful interpretation of the representation.
May include graphs of discrete points where students must read values from a scaled axis (ticks may skip by 2s, 5s, or other intervals), or tables where values or options are unsorted or incomplete.
Layouts may be less familiar but remain single-step, including:
axis scales that do not start at 0,
tables where the dependent variable appears above the independent variable.
May include whole numbers, decimals, or zero; typically 4–6 data pairs.
Requires recognizing whether the prompt asks for independent (x) or dependent (y) values.
Demands careful attention to axis labels, units, ordering, and variable roles.
Options may include mixed lists (some independent and some dependent values), very close numeric values, or partial lists that reflect common misreadings.
The task remains focused on correctly interpreting and reading data, but incorrect answers are likely without careful analysis.
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 11
Unit Name: Inequalities
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+2
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Substitution Verification
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.5+2
Standard Description: Verify whether a given value is a solution to a one-step inequality through substitution and evaluation.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a whole-number value is a solution to an inequality (yes/no)
* Explain the process of using substitution to verify the truth of an equation or inequality.
* Illustrate with examples how substitution can confirm the truth value of an equation or inequality.
* Select all solutions to a given inequality.

Assessment Boundaries:
* - Scope: verify solutions to **one-step** inequalities by **substitution only**; allowed forms:
  - **Variable-alone:** `4 ≥ m`, `2 > t`
  - **Add/Subtract:** `k + 2 ≤ 14`, `7 − w ≥ 1`, `10 ≤ x + 8`, `16 ≥ 4 + m`, `11 ≥ n + 3`, `q + 3 ≥ 8`
  - **Multiply:** `11u ≤ 94`, `6g < 59`, `82 ≤ 10g`, `39 > 11a`
  - **Divide-by-constant:** `42 > a/2`, `15 ≥ a/7`, `x/4 < 12`
  - **Constant-over-variable:** `12 < 144/k`, `114/c ≤ 42`, `100/x > 5`, `72/y ≥ 8`

- Symbols are any of {<, ≤, >, ≥}; the variable may appear on **either side** of the inequality. No equations (=), compound inequalities, word problems, graphs, tables, or multi-step chains.

- Candidate values are **whole numbers only** (positive integers). Typical options range from small (1–12) to larger values (up to ~140). **0 and negatives do not appear** as options.

- Division with the variable in the denominator **excludes 0** in the option set (e.g., `144/k`, `114/c`). Treat these items purely numerically: substitute the value, perform the division, and compare the resulting quotient to the constant.

- **Stem templates (exact formatting):**
  - Two-choice MCQ: **“Is m = 11 a solution to the inequality below?”** (inequality shown on the next line). Choices: **yes / no** only. **Do not** add “select all that apply.”
  - Multi-select: **“Which of the following are solutions to the inequality below? Select all that apply.”** (inequality on the next line). Exactly **four** options, each written as “`variable = value`” (e.g., `k = 12`).

- **Answer formats:**
  - Yes/No items: choose **yes** or **no** only.
  - Multi-select items: **select all** correct options among exactly four; there may be multiple correct answers. No interval notation or written justifications.

- **EASY (Yes/No, variable-alone only):** 
  - Stems use the Yes/No template.
  - Forms like `4 ≥ m`, `h < 11`, `2 > t`.
  - Single substitution with small test values (≈1–12).
  - Both strict (<, >) and inclusive (≤, ≥) symbols appear.

- **MEDIUM (Select-all, one-step add/sub/mult/div):**
  - Stems use the Multi-select template (4 options).
  - Forms: `k + 2 ≤ 14`, `7 − w ≥ 1`, `42 > a/2`, `11u ≤ 94`.
  - Values are small-to-moderate (≈1–40).
  - Evaluation requires one simple arithmetic operation before comparison.

- **HARD (Select-all, least-friendly structures & magnitudes):**
  - **Mandatory Variety:** Must use diverse constant-over-variable forms (e.g., `100/x`, `72/y`, `90/z`, not just `144/k`) AND/OR larger coefficients (e.g., `12x > 132`, `15y ≤ 225`).
  - Forms: `12 < 144/k`, `114/c ≤ 42`, `39 > 11a`, `82 ≤ 10g`, `x/5 > 20`, `150/p < 10`.
  - Options include close-to-boundary values to test strict vs. inclusive symbols (e.g., if boundary is 12, test 11, 12, 13).
  - Exclude 0 when the variable is in the denominator.

- Implementation details: single lowercase variables; small, friendly integers for coefficients/constants (e.g., 2, 3, 4, 7, 8, 10, 11, 42, 94, 114, 144); the inequality is displayed **on its own line directly under the stem**; evaluation is by substitution only—**no algebraic solving/rearranging**.

Common Misconceptions:
* Accepting a number that makes the two sides equal as a solution to a strict inequality (< or >).
* Dropping or misreading negative signs during substitution with negative coefficients or values.
* Reversing the comparison when the variable appears on the right (e.g., treating 4 ≥ x as x ≥ 4).
* Trying to re-solve the inequality instead of directly substituting the provided value, introducing avoidable errors.

Difficulty Definitions:
* Easy:
  Yes/No** verification only; variable-alone forms (e.g., `4 ≥ m`, `h < 11`, `2 > t`); variable may appear on either side.
Whole-number test values are small (typically 1–12); single substitution and compare.
No operations on the variable (no +/−/×/÷); strict vs. inclusive symbols appear but without boundary traps.
* Medium:
  Select all** items; one-step add/subtract or multiply/divide-by-constant after substitution (e.g., `k + 2 ≤ 14`, `7 − w ≥ 1`, `11u ≤ 94`, `a/2` in `42 > a/2`).
Variable may be on either side; all four symbols {<, ≤, >, ≥} appear.
Whole-number options are small-to-moderate (up to about 12–40); evaluate numerically—no rearranging/solving.
* Hard:
  Select all** with challenging single-step structures.
Must vary structure:** Primarily focuses on **constant-over-variable** (e.g., `100/x > 5`, `72/y ≥ 8`, `114/c ≤ 42`) and **larger magnitude** multiplication/division (e.g., `13x > 169`, `x/12 < 11`).
Must vary values:** Avoids repeating specific number pairs (like 144 and 12). Use sets like (100, 10), (72, 8), (90, 9), (150, 15), (225, 15).
Includes close-to-boundary values to distinguish `<` vs. `≤` / `>` vs. `≥` (e.g., for `x < 10`, options include 9, 10, 11).
Options avoid 0 when the variable is in the denominator.
Test values reach higher two-digit magnitudes (up to ~140); evaluate by direct substitution only.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 11
Unit Name: Inequalities
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+2
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Graphing Inequalities
Lesson Order: 91.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.8+1
Standard Description: Graph inequalities.

Key Concepts:
*None specified*

Learning Objectives:
* Graph inequalities.

Assessment Boundaries:
* - Inequalities of the form x > c, x ≥ c, x < c, x ≤ c where c is an integer
- Number-line diagrams use open/closed circles and one-direction shading only; compound or two-step inequalities excluded
- No word problems

Common Misconceptions:
* Confusing the direction of the inequality symbol when graphing, placing the arrow pointing left for x > c instead of right
* Drawing a closed circle instead of an open circle for strict inequalities like x > c or x < c
* Reversing the inequality symbol when reading or writing inequalities from word problems
* Thinking inequalities have only one solution rather than infinitely many solutions

Difficulty Definitions:
* Easy:
  Number is 0-10 (inclusive)
* Medium:
  Numbers is between -50 and 0 OR between 11 and 50
* Hard:
  Number is between -900 and -50 OR between 51-900

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 11
Unit Name: Inequalities
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+2
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Writing Inequalities from Number Lines
Lesson Order: 92.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.8+3
Standard Description: Write an inequality of the form x > c or x < c to represent a constraint or condition from a number line.

Key Concepts:
*None specified*

Learning Objectives:
* Given a number line, write the inequality.

Assessment Boundaries:
* - Graphics show single-direction rays starting at an integer c; no double-ray or compound sets
- Target answer limited to x > c or x < c (or with ≥/≤ if closed point shown); no absolute-value notation

Common Misconceptions:
* - Confusing the direction of the inequality symbol when reading from a number line graph, writing x < 15 when the graph shows x > 15
* - Focusing only on the specific numbers shown on the number line rather than recognizing that the inequality represents infinitely many solutions in the indicated direction
* - Misinterpreting open and closed circles on the number line, using ≥ or ≤ symbols when the circle is open and should indicate > or < only
* - Writing the inequality with the variable on the wrong side, such as 15 < x instead of x > 15 when describing the same solution set

Difficulty Definitions:
* Easy:
  Use positive numbers up to 10
Only use  ≥  and  ≤ symbols
* Medium:
  Numbers are between -20 and 20
Only use < and > symbols
* Hard:
  Numbers are between -500 and 500
Any symbol may be used

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 11
Unit Name: Inequalities
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+2
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Inequality Word Problems
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.8+4
Standard Description: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world problem.

Key Concepts:
*None specified*

Learning Objectives:
* Graph an inequality that represents a word problem
* Let t represent the number of treats that Scout can have in a day. Which inequality models the story?)
* Write an inequality to represent a word problem

Assessment Boundaries:
* - Contexts provide a single numeric benchmark
- Inequality uses one variable and a single comparison symbol;

Common Misconceptions:
* Assuming inequalities have only one solution instead of recognizing they represent a range of possible values
* Confusing the direction of inequality symbols when translating phrases like "at least" or "at most" into mathematical expressions
* Mixing up "greater than" and "less than" symbols when interpreting comparative language in word problems
* Writing the variable on the wrong side of the inequality symbol when the constraint describes a minimum or maximum value

Difficulty Definitions:
* Easy:
  Direct constraint with clear language: e.g., "more than" or "less than"
* Medium:
  Constraint requiring interpretation of less obvious language ("at least", "at most," "fewer", "as many")
* Hard:
  Language may be clear or require interpretation but the number involved is a decimal

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Area of Parallelograms
Lesson Order: 94.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.1+1
Standard Description: Find the area of parallelograms.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the concept of area to solve real-world problems involving composed or decomposed triangles.
* Given the area, base, and side length of a parallelogram, find the height
* Given the area, height, and side length of a parallelogram, find the base
* Given the base, height, and side length of a parallelogram, find the area
* Use mathematical language to describe the process of composing triangles into rectangles to determine their area.

Assessment Boundaries:
* - Figure drawn square‐on (height ⟂ base); no slanted heights, grids or coordinate work
- Only whole numbers or decimals as base or height 
- Decimals are less than 2 and only to the tenths place
- Whole numbers are less than 50

Common Misconceptions:
* Multiplying mixed numbers directly and then giving the area in decimal form rather than the required fraction
* Skipping the step of converting mixed numbers or decimals to improper fractions before dividing to find a missing factor
* Treating a slanted side as the height instead of the perpendicular segment marked with the right angle
* Using multiplication instead of division (or vice-versa) when rearranging A = b × h, leading to an incorrect missing dimension

Difficulty Definitions:
* Easy:
  - Calculate area when base, height, and side length are provided in the image, AND
  - Base and height are whole numbers ≤ 10
* Medium:
  - Calculate area when base, height, and side length are provided in the image, AND
  - Base and height are decimals less than 2, OR
  - Base and height are whole numbers greater than 10 but less than 50
* Hard:
  - Calculate base or height when area is provided

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Area of Triangles
Lesson Order: 95.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.1+2
Standard Description: Find the area of triangles.

Key Concepts:
*None specified*

Learning Objectives:
* Given the area and base, find the height
* Given the area and height, find the base
* Given the base and height, find the area

Assessment Boundaries:
* -  Right, acute or obtuse triangles whose base/height are given or one is missing
-  Numbers are positive whole numbers or terminating decimals (≤ 1 dp)  
- Height always shown or stated – no trigonometry
- Decimals may be used as height/base but only up to the tenths place (area can go to the hundredths place)
- The height may be shown on the inside or outside of the triangle
- Whole numbers less than 100 for base/height
- Decimal numbers less than 5 for base/height

Common Misconceptions:
* Assume the interior altitude shown for an acute triangle also works for an obtuse one, leading them to use the wrong height
* Multiply base by height and skip the ½ factor, giving double the correct area
* Pick a slanted side as the “height” instead of the perpendicular altitude (especially when the altitude is drawn outside the triangle)
* Report the answer in linear units (ft) rather than square units (ft²)

Difficulty Definitions:
* Easy:
  - Find the area AND only whole numbers less than or equal to 10 for base/height
* Medium:
  - Find the area AND only whole numbers greater than 10 for base/height
  - Find the area AND decimal sides (numbers less than 5)
* Hard:
  - Find the base or height (any whole numbers less than 100)
  - Find the base or height (any decimal less than 5)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Area of Rhombuses
Lesson Order: 96.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.1+3
Standard Description: Find the area of rhombuses.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the process and reasoning behind decomposing a polygon into simpler shapes to solve for its area.
* Find a diagonal when the other diagonal is given.
* Find the area of a rhombus when both diagonals are given.

Assessment Boundaries:
* - Use the diagonal formula A = (d₁ × d₂)/2 only; either both diagonals given or one diagonal & area given
- Diagonals limited to whole numbers, decimal to the tenths place
- No side-length or angle data, no sine-rule alternatives
- All whole numbers are less than 50 
- All diagonals as decimals are between 0 and 2

Common Misconceptions:
* Assume each given diagonal is already “halved” and divide them by 2 before substituting, yielding an area one-quarter of the correct value
* Confuse the rhombus with a parallelogram and try to use base × height instead of the diagonal formula
* Multiply the two diagonals but forget to divide by 2, giving an area twice as large
* State the answer in linear units (km or m) instead of square units after calculating the area

Difficulty Definitions:
* Easy:
  - Find the area when the diagonals are whole numbers
* Medium:
  - Find the area when the diagonals are decimals
* Hard:
  - Find the missing diagonal.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Area of Trapezoids
Lesson Order: 97.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.1+4
Standard Description: Find the area of a trapezoid.

Key Concepts:
*None specified*

Learning Objectives:
* Given the area and both parallel bases, find the height
* Given the area and height, find one parallel base when the other is known
* Given the area and one parallel base, find the other parallel base when height is known
* Given the parallel bases and height, find the area

Assessment Boundaries:
* - Bases and height integers or simple decimals to the tenths place
- Right or isosceles trapezoids pictured square-on; students use A = ½(b₁ + b₂)h
- Whole numbers less than 50 for bases/height
- Decimal numbers less than 5 for bases/height

Common Misconceptions:
* Averaging the two bases first, then mistakenly averaging that result with the height, i.e., using ½(b₁ + b₂ + h)
* Forgetting the ½ factor and simply doing (b₁ + b₂)h or bh as if the trapezoid were a rectangle
* Selecting the longer and shorter legs (non-parallel sides) as the two bases in the formula rather than the parallel sides
* Treating the slanted side as the height and multiplying it by a base instead of using the perpendicular distance between the bases

Difficulty Definitions:
* Easy:
  - Find the area AND only whole numbers less than or equal to 10 for bases/height
* Medium:
  - Find the area AND only whole numbers greater than 10 for bases/height
  - Find the area AND decimal sides (numbers less than 5)
* Hard:
  - Find the height (any whole numbers less than 50)
  - Find the height (any decimal less than 5)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Real-World Area Problems
Lesson Order: 98.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.1+5
Standard Description: Solve real world problems involving the area of quadrilaterals and triangles.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the area of a special quadrilateral (rectangle, square, parallelogram, rhombus, or trapezoid) when the necessary side lengths or base and height are provided.
* Calculate the area of a triangle when its base and height are provided.
* Determine an unknown base or height of a triangle when its area and the other dimension are provided.
* Determine an unknown base, height, or side length of a special quadrilateral when its area and one necessary dimension are provided.
* Determine which equation can be used to find the area of a quadrilateral.
* Determine which equation can be used to find the area of a triangle.
* Determine which equation can be used to find the missing height of a quadrilateral.
* Determine which equation can be used to find the missing height of a triangle.
* Find the total area of a composite figure that consists only of triangles and quadrilaterals by decomposing it into those simpler shapes.

Assessment Boundaries:
* - Contexts use rectangles, triangles, parallelograms, rhombi or trapezoids only; dimensions as per respective rows
- One step from context to formula; no multi-shape decomposition unless still limited to a single formula
- Real world context
- No composite shapes

Common Misconceptions:
* Applying b × h directly for triangles instead of ½ b × h
* Plugging mixed units (e.g., inches and feet) into the formula and reporting a non-square answer
* Switching to perimeter thinking—adding or multiplying all sides instead of using an area formula
* Using a slanted side as “height” rather than the perpendicular distance between bases

Difficulty Definitions:
* Easy:
  - Determine which equation can be used to find the area.  
  - Determine which equation can be used to find the missing height.
* Medium:
  - Calculate the area of a triangle when its base and height are provided.  
  - Calculate the area of a special quadrilateral (rectangle, square, parallelogram, rhombus, or trapezoid) when the necessary side lengths or base and height are provided.
* Hard:
  - Determine an unknown base or height of a triangle when its area and the other dimension are provided.  
  - Determine an unknown base, height, or side length of a special quadrilateral when its area and one necessary dimension are provided.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Compound Area
Lesson Order: 99.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.1+6
Standard Description: Find the area of compound figures involving triangles, squares, and rectangles.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the area of a compound figure formed by a right triangle and 3 rectangles/squares.

Assessment Boundaries:
* - Composite figures; all right-angled intersections
- Each sub-shape's edges are integers ≤ 12
- Do not provide student with the expression to solve.
- No decimal sides
- Only 4 shapes max in the composite figure (1 triangle, up to 3 rectangles/squares)
- All important edges clearly labeled

Common Misconceptions:
* Adding areas of decomposed pieces but forgetting to subtract overlapped or un-shaded sections, so the composite total is too large
* Applying the rectangle formula (base × height) to any quadrilateral without checking that opposite sides are parallel, giving wrong results for rhombi or general trapezoids
* Leaving answers in linear units (e.g., “cm”) instead of square units or misreading square centimeters as linear centimeters
* Treating a slanted side in a parallelogram or trapezoid as the “height,” leading to area calculated with an incorrect perpendicular measure

Difficulty Definitions:
* Easy:
  - Figure can be broken down into 3 distinct shapes, 2 of which are rectangles/squares  AND all sides less than or equal to 5
* Medium:
  - Figure can be broken down into 3 distinct shapes, 2 of which are rectangles/squares AND one or more sides greater than 5
* Hard:
  - Figure can be broken down into 4 distinct shapes, 3 of which are rectangles/squares

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Volume with Fractions
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.G.A.2
Standard Description: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Volume of Rectangular Prisms
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.2+1
Standard Description: Apply the volume formulas V = l w h and V = B h to find volumes of right rectangular prisms

Key Concepts:
*None specified*

Learning Objectives:
* Given base area and height, find the volume
* Given length, width, and height, find the volume
* Given volume and base area, find the height
* Given volume and height, find the base area
* Given volume and two dimensions, find the third dimension

Assessment Boundaries:
* - Right rectangular prisms and cubes only; edges given as whole numbers or decimals to the tenths place
- At most one dimension or the volume is missing; use V = l w h or V = B h
- Edge lengths ≤ 20 units; resulting volumes ≤ 8,000 unit³

Common Misconceptions:
* Adding or averaging the three edge lengths instead of multiplying them to find volume
* Misreading mixed numbers like 2 1/2 as separate whole and fractional parts rather than converting to 2.5 or 5/2 before multiplying
* Multiplying only two edges (l × w) and omitting the height when applying V = l w h
* Reporting the answer in linear units (inches) instead of cubic units (in³)

Difficulty Definitions:
* Easy:
  - Compute volume when all three edges are numbers less than or equal to 5
* Medium:
  - Find missing height, length, or width given volume and two whole-number edges (edges are less than or equal to 5)
  - Compute volume when all three edges are numbers greater than 5
* Hard:
  - Find missing height, length, or width given volume and two whole-number edges (edges are greater than 5)
  - Find missing height, length, or width given volume and two edges (one or both of the edges is a decimal)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Volume of Rectangular Prisms: Word Problems
Lesson Order: 101.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.2+2
Standard Description: Solve real world problems involving the volume of right rectangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Find the difference of two volumes.
* Given base area and height, find the volume
* Given length, width, and height, find the volume
* Given the volume, length, width, or height, Identify which equation can be used to find it
* Given volume and base area, find the height
* Given volume and height, find the base area
* Given volume and two dimensions, find the third dimension

Assessment Boundaries:
* - Right rectangular prisms only and cubes; edges given as whole numbers, mixed numbers, or simple unit fractions (½, ⅓, ¼)
- At most one dimension or the volume is missing; use V = l w h or V = B h
- Edge lengths ≤ 20 units; resulting volumes ≤ 8 000 unit³
- No unit conversions; units are consistent within the task
- Requires real world context. All real word context (aka stem) needs to clearly refer rectangular prism objects and clarify the shape when the object is not a known rectangular prism (such as cereal boxes). 
- Decimals must be up to the hundredths place
- Fractions may be proper or mixed numbers, with denominators up to 10
- No questions with both decimals AND fractions

Common Misconceptions:
* Add the three edge lengths (or add two then multiply by the third) instead of multiplying all three to find volume
* Convert fractions to decimals and round too early, leading to an inaccurate final volume
* Find length × width for the base, but then forget to multiply by the height (or mistakenly divide by it)
* Ignore the fractional part of a mixed number (e.g., treat 7 3/5 as 7) or mishandle fraction-to-improper-fraction conversion before multiplying

Difficulty Definitions:
* Easy:
  - Identify which equation can be used to find the volume, length, width, or height
* Medium:
  - Find the volume, length, width, or height when all numbers provided are of the same type (i.e., all fractions, all decimals, or all whole numbers)
* Hard:
  - Find the volume, length, width, or height when numbers provided are mixed (i.e., decimals and whole numbers, or whole numbers and fractions)
  - Find the difference of two volumes.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Volume with Fractions
Lesson Order: 102.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.2+3
Standard Description: Apply the volume formulas for rectangular prisms when some side lengths are fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the volume of a rectangular prism given three dimensions.
* Calculate the volume of a rectangular prism in a real-world context (water troughs, storage containers, fish tanks) given fractional or mixed number dimensions

Assessment Boundaries:
* Assessment restricted to:
- Right rectangular prisms only; side lengths given as whole numbers, fractions, or mixed numbers
- Fractions with denominators 2-10
- All dimensions provided
- Side lengths ≤ 10 units
- At least one side length is fractional 
- Always use SPECIFIC real-world units, never generic "units"
- Valid length units: ft, in, m, cm, yd
- Valid volume units: cubic feet (ft³), cubic inches (in³), cubic meters (m³), cubic centimeters (cm³), cubic yards (yd³)

Common Misconceptions:
* Adding the three side lengths instead of multiplying them to find volume.
* Ignoring the fractional part of side lengths altogether and multiplying just the whole numbers.
* Making an unexpected calculation error.
* Rounding the fractions up to the nearest whole number and multiplying the whole numbers.

Difficulty Definitions:
* Easy:
  Two whole number dimensions + one simple fraction or mixed number dimension
Whole numbers ≤ 5
Mixed numbers have whole parts ≤ 3 (e.g., 2½, 3¼)
Simple fractions only: ½, ⅓, ¼
No real-world context
* Medium:
  Two whole number side lengths and 1 fractional side length
Whole numbers between 5 and 10
Mixed numbers have whole parts ≤ 6
Fractions: halves, thirds, fourths, fifths
No real-world context
* Hard:
  1 whole number side length and 2 fractional side lengths, AND/OR
Real world context

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.4
Standard Description: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Surface Area Using Nets
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.G.A.4
Standard Description: Find the surface area of three-dimensional figures using nets made up of rectangles and triangles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Nets of 3D Shapes
Lesson Order: 103.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.4+1
Standard Description: Identify the nets of pyramids and prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which figure image a given net image will make
* Identify which figure name a given net will make
* Identify which net a given shape will make
* Identify which net image a given figure image will make
* Identify which net image will make a specific shape name
* Identify which shape a given net will make
* Identify which shape a given pyramid net will make

Assessment Boundaries:
* Assessment restricted to:
- Identification of nets and the shapes they can be folded in to.
- Nets and solids will not be labeled with thier measurements. Surface area and any calculations are outside the scope of this lesson.

Common Misconceptions:
* Students assume any net containing triangles forms a pyramid, even when pairs of congruent triangles are positioned for a prism's two parallel ends
* Students may ignore the positioning of the faces in a net and rely only on their shape.
* Students may rely only on counting faces (e.g., “four triangles, so it’s a pyramid”) without checking how edges match, causing misidentification of the solid
* Students may think every six-rectangle or six-square net must be a cube, overlooking that differing rectangle dimensions create a rectangular prism.

Difficulty Definitions:
* Easy:
  - Shape Types: Cube, Rectangular prism, Triangular prism
  - Question stem must be in one of the following formats:
    - Which net will make this figure?
    - Which figure will this net make?
* Medium:
  - Shape Types: Triangular pyramid, Rectangular pyramid
  - Question stem must be in one of the following formats:
    - Which net will make this figure?
    - Which figure will this net make?
* Hard:
  - Shape Types: Cube, Rectangular prism, Triangular prism, Triangular pyramid, Rectangular pyramid
  - Question stem must be in one of the following formats:
    - Which figure will this net make?
    - Which net will make a [shape name]?

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Surface Area of Cubes and Rectangular Prisms
Lesson Order: 105.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.4+2
Standard Description: Calculate the surface area of cubes and rectangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the surface area of a cube given a net with dimensions.
* Calculate the surface area of a cube given the image of the shape and its dimensions.
* Calculate the surface area of a rectangular prism given a net with dimensions.
* Calculate the surface area of a rectangular prism given the image of the shape and its dimensions.

Assessment Boundaries:
* - Prisms pictured or nets provided; all edges integers
- Whole numbers are less than 40

Common Misconceptions:
* Confusing surface area with volume and multiplying dimensions rather than adding the areas of separate faces
* Mixing up which two edges form each rectangle, leading to incorrect length × width products for some faces
* Omitting one or more congruent faces when transferring the net to calculations, so not all areas are included
* Using the edge length instead of the slant height when finding the area of triangular faces on a pyramid

Difficulty Definitions:
* Easy:
  Nets provided AND all sides of the net must be fully labeled, AND
Numbers less than 20
* Medium:
  Use 3D figures with sides labeled AND
Numbers less than 20
* Hard:
  Use 3D figures with sides labeled, AND
Numbers greater than 20 but less than 40

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Surface Area of Triangular Prisms
Lesson Order: 106.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.4+3
Standard Description: Calculate the surface area of triangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the surface area given a net with dimensions.
* Calculate the surface area given the image of the shape and its dimensions.

Assessment Boundaries:
* - Right triangular prisms only (lateral edges perpendicular to the triangular bases).
- Triangular bases must be right triangles or isosceles triangles only — no scalene bases.
- For right triangles: the two perpendicular legs are labeled (or a right-angle marker is shown).
- For isosceles triangles: the base and the perpendicular height are labeled or the triangle is split into two right triangles with a labeled height.
- All labeled dimensions are integers ≤ 40.
- Nets or labeled solids are supplied; students find surface area by adding three rectangular faces + two congruent triangles.
- No deriving missing heights (no Heron’s formula, no trigonometry, no Pythagorean steps to create an unlabeled altitude).
- Do not assume any two sides are perpendicular unless a right-angle marker is shown.

Common Misconceptions:
* Adding the face areas but writing the answer in linear units or forgetting to square the unit label
* Pairing the wrong side lengths when finding each rectangle’s area, leading to duplicate or missing face dimensions
* Treating the prism as having one triangle base instead of two, so one triangular area is left out of the total
* Using a triangle’s hypotenuse as the rectangle’s length (prism height) rather than matching the actual shared edge in the net

Difficulty Definitions:
* Easy:
  Nets provided AND all sides of the net must be fully labeled, AND
Numbers less than 20
* Medium:
  Use 3D figures with sides labeled AND
Numbers less than 20
* Hard:
  Use 3D figures with sides labeled, AND
Numbers greater than 20 but less than 40

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 12
Unit Name: Area, Surface Area and Volume
Cluster ID: CCSS.MATH.CONTENT.6.G.A
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Surface Area Using Nets
Lesson Order: 104.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.4+4
Standard Description: Find the surface area of three-dimensional figures using nets made up of rectangles and triangles.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the surface area given a net with dimensions.
* Calculate the surface area given the image of the shape and its dimensions.
* Calculate the surface area of a rectangular pyramid given a fully labeled net.
* Calculate the surface area of a rectangular pyramid given a labeled net.
* Determine which net can be folded to make a pyramid.
* Determine which pyramid can be made using the net.
* Identify the correct expression representing the surface area of a rectangular pyramid given a fully labeled net.
* Identify the correct expression representing the surface area of a rectangular pyramid given a labeled net.

Assessment Boundaries:
* - All questions use nets only – no 3D figure images
- Figures limited to: rectangular prisms, triangular prisms, and rectangular pyramids
- All dimensions used for calculations and all the calculation results MUST BE whole numbers (integers), including sides and triangular heights! 
- For rectangular pyramids: BOTH HEIGHTS of the triangles sholuld be WHOLE NUMBERS
- All edge lengths < 20 for rectangular prisms, < 30 for triangylar prisms, < 40 for pyramids
- No decimal dimensions
- No volume calculations

Context Requirement
- Questions include a brief coherent and logical real-world scenario or context before presenting the net and asking for surface area
- Context explicitly states the shape type (rectangular prism, triangular prism, or rectangular pyramid)

Question requirement:
- Question stem should not say that the image is "below", or "to the right", as it can be sitatued anywhere. Just say that it's on the image, or something like that.

** Alllowed parameters for RECTANGULAR/SQUARE PYRAMID (base1, base2, slant_height1, slant_height2): **

8, 8, 5, 5
20, 20, 26, 26
16, 16, 17, 17
10, 10, 13, 13
12, 12, 10, 10
6, 6, 5, 5
14, 14, 25, 25
16, 16, 10, 10
24, 24, 20, 20
18, 18, 15, 15
10, 32, 20, 13
24, 24, 13, 13
24, 24, 15, 15
14, 20, 26, 25
10, 18, 15, 13
12, 30, 17, 10
14, 36, 30, 25
18, 32, 20, 15
20, 36, 30, 26

For TRIANGULAR PRISMS:
| height | width | slant |
|--------|-------|-------|
| 3 | 8 | 5 |
| 4 | 6 | 5 |
| 6 | 16 | 10 |
| 8 | 12 | 10 |
| 5 | 24 | 13 |
| 12 | 10 | 13 |
| 9 | 24 | 15 |
| 12 | 18 | 15 |
| 8 | 30 | 17 |
| 15 | 16 | 17 |
| 12 | 32 | 20 |
| 16 | 24 | 20 |
| 7 | 48 | 25 |
| 15 | 40 | 25 |
| 20 | 30 | 25 |
| 24 | 14 | 25 |
| 10 | 48 | 26 |
| 24 | 20 | 26 |
| 20 | 42 | 29 |
| 21 | 40 | 29 |
`length` can be any positive integer < 30.

MCQ template example:

_____ is going to _____ the outside of a __________ that is in the shape of a rectangular prism. _____ will use this net to find the surface area of the __________.
<br/><br/>
Which of the following expressions represents the total surface area, in square units, of the __________?

A. (a × b) + (a × b) + (a × c) + (b × c) + (b × c) + (b × c)
B. (a × b) + (a × b) + (a × c) + (a × c) + (b × c)
C. (a × b) + (a × b) + (a × c) + (a × c) + (b × c) + (b × c)
D. (a × b) + (a × b) + (a × c) + (a × c) + (a × c) + (b × c)

Common Misconceptions:
* Students calculate the area of one triangle correctly but forget to double it for both triangular bases, or incorrectly calculate triangle area by forgetting the ½ factor in the formula ½ × base × height
* Students confuse formulas and use only multiplication instead of using multiplication and addition (e.g., computing l × w × h instead of 2(lw + lh + wh))
* Students misidentify which dimensions form each rectangular face, leading to incorrect length × width products (e.g., pairing the wrong edges from the net when determining rectangle dimensions)
* Students omit one or more congruent faces when counting faces from the net, resulting in missing face areas from the total calculation (e.g., forgetting one of the two triangular faces in a triangular prism)

Difficulty Definitions:
* Easy:
  a- All dimensions < 20
Question Type: ONLY MCQ
Answer options are given as expressions
Format (strictly only MCQs):
A ___ shaped as a ___ has its net shown in the image with dimensions in centimeters. <br/><br/>
Which expression represents its surface area?
A: Expression 1
B: Expression 2
C: Expression 3
D: Expression 4
* Medium:
  Net Type: Rectangular prism, Triangular prism, Rectangular pyramid
All dimensions < 20
Question Type: Text Entry
Format  (strictly only Text Entry):
___ is going to _______ that is in the shape of a  __ will use this net to find the surface area of the______.
<br/><br/>
What is the total surface area of the ___ in __?
* Hard:
  n/a

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.A
Cluster Name: Develop understanding of statistical variability.
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: CCSS.MATH.CONTENT.6.SP.A.1
Standard Description: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.A
Cluster Name: Develop understanding of statistical variability.
Lesson Name: Statistical Question Recognition
Lesson Order: 107.0
Standard ID: CCSS.MATH.CONTENT.6.SP.A.1+1
Standard Description: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. Questions regarding an individual known data point would not be considered a statistical question. However, questions regarding data points about a population would be statistical in nature.

Key Concepts:
*None specified*

Learning Objectives:
* Determine whether a question is statistical or non-statistical.

Assessment Boundaries:
* - Plain-language questions only (no numeric calculation required)
- Contexts drawn from everyday classroom life; each prompt stands alone
- Avoid trick cases that hinge on subtle wording or future-value speculation
- The answer should be only the following 2 options : "Yes" and "No"

Common Misconceptions:
* Believing a single-day or single-moment count for a group (e.g., today’s attendance) is statistical because it names a group
* Confusing a list of individuals’ single responses with a question about variability across those responses
* Ignoring that a statistical question must anticipate different possible answers; assuming one fixed answer still qualifies
* Treating any numerically worded question (even about one person) as statistical

Difficulty Definitions:
* Easy:
  - ALL
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.A
Cluster Name: Develop understanding of statistical variability.
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: CCSS.MATH.CONTENT.6.SP.A.2
Standard Description: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.A
Cluster Name: Develop understanding of statistical variability.
Lesson Name: Representative, Random, and Biased Samples
Lesson Order: 120.0
Standard ID: CCSS.MATH.CONTENT.6.SP.A.2+1
Standard Description: Identify samples that are representative, random or biased.

Key Concepts:
*None specified*

Learning Objectives:
* Given a box plot, describe the distribution
* Given a description of a sample, determine whether the sample is biased.
* Given a description of a sample, determine whether the sample is random.
* Given distribution characteristics, determine if data sets match the description

Assessment Boundaries:
* - Situations must demonstrate proper, unbiased sampling methods

- Scenarios must include: random selection from a COMPLETE population, equal chance for ALL members, full coverage of all subgroups

- Only 2 answer options ('Yes' or 'No'). Randomly decide if it is a 'Yes' or 'No' answer to the question. Do not be biased towards 'Yes' or 'No'. Do not provide answers in uppercase or caps lock.

- Example stems include: 
1)"Marco tossed a fistful of silver coins into the air, then picked up the 17 coins that landed heads up.
Is this a random sample of the coins?"

2)"Reagan tried 2 burger restaurants in each city in her state. Each city has an equal number of burger restaurants.
Is this sample of the burger restaurants in the state likely to be biased?"

- Signal words to use: "random number generator," "all names in a hat," "every member had an equal chance," "selected from the complete list," "all departments/grades/locations included"

Common Misconceptions:
* Assuming any draw-from-a-container is random/representative without ensuring each item had an equal chance (e.g., proper mixing)
* Believing equal numbers taken from each area/group guarantee an unbiased sample, regardless of how selections within groups are made
* Thinking a large sample from one subgroup (e.g., only Marketing employees) is random and represents the whole population
* Treating convenience access (who is easiest to reach) as a random sample of the population

Difficulty Definitions:
* Easy:
  ALL
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.A
Cluster Name: Develop understanding of statistical variability.
Lesson Name: Interpret Measures of Center and Variability
Lesson Order: 121.0
Standard ID: CCSS.MATH.CONTENT.6.SP.A.3+2
Standard Description: Interpret given statistical summaries—mean/median (measures of center) and range/IQR/MAD (measures of variability)—to describe what is typical and how much values vary in real-world contexts.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the interquartile range (IQR) for a data set to understand variability.
* Determine the mean absolute deviation (MAD) to assess how data points deviate from the mean.
* Given a context and a reported center (mean or median), determine the typical value for the situation.
* Given a context and a reported variability (range, IQR, or MAD), determine how much the values usually vary / how consistent they are.
* Given a context and its reported summary statistics, students will select the numeric value(s) that shows how much the data vary.
* Given a question’s wording, choose the appropriate statistic (center or variability) to answer it.
* Given a set of reported statistics for a data set, determine which statistic is a measure of center vs. variability
* Given summaries for one group (center and variability), select the statements that are supported about the distribution.
* Given summaries for two groups (each with a center and a variability measure), compare them on typical value and on variability to reach a conclusion.
* Recognize and explain how outliers can affect measures of variation within a data set.

Assessment Boundaries:
* - Must be a real-world, contextual prompt (wording embedded in the scenario).
- Items provide summaries only (mean/median for center; IQR/MAD for variability); students interpret, not compute from raw data/graphs.
- “Typical/best describes a typical value” questions must use the given mean or median only (no shape/outlier judgments).
- “How much values vary / more or less consistent” questions must use IQR or MAD only (allow “about the same variability” when applicable).
- Comparisons limited to one group or two groups; answers are MCQ (4 options) or multi-select; use numbers as given (no rounding required).

Common Misconceptions:
* Comparing groups by only one statistic or by the absolute size of a number, without regard to what it represents or the context.
* Interpreting IQR, MAD, or range as exact limits that every data point must fall within.
* Treating mean or median as a measure of spread, or treating IQR, MAD, or range as the “typical” value.
* Using measures of center to answer consistency questions, or using measures of variability to answer typical value questions.

Difficulty Definitions:
* Easy:
  The question asks to : 
  - Identify center vs variability (mean/median vs IQR/MAD/range) — Format: MCQ (4) OR
  - Interpret center as the typical value in context — Format: MCQ (4) OR
  - Interpret variability as spread/consistency in context — Format: MCQ (4) OR
  - Choose the appropriate measure based on wording (“typical” vs “more/less consistent/varied”) — Format: MCQ (4)
* Medium:
  - Synthesize for one group using both center and variability (e.g., typical value and how much values vary); select all supported statements — Format: Multi Select (preferred) OR MCQ (4) for a single best conclusion
  - Compare two groups on typical value and variability; decide which is longer/shorter and which has more/less/about the same variability — Format: MCQ (4) OR Multi Select (when asking for all supported conclusions)
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.A
Cluster Name: Develop understanding of statistical variability.
Lesson Name: Categorical Data and Percents
Lesson Order: 118.0
Standard ID: CCSS.MATH.CONTENT.6.SP.A.3+3
Standard Description: Interpret and analyze data presented in tables, charts, and graphs to solve problems involving measures of center, frequency, and percentages.

Key Concepts:
*None specified*

Learning Objectives:
* Given a bar graph (frequency %) and number for the total, give the number for the category that is asked for
* Given a bar graph (frequency %), and given a number for the total, determine the mode.
* Given a bar graph, select all of the statements that are true. These statements should include statements regarding mean, median, mode, number of observed data or percentage or fractions (halves and quarters).
* Given a table of data, give a percentage for a category.
* Given a table of data, give the mode or modes of the dataset
* Given a table of data, select all of the statements that are true. These statements should include statements regarding mean, median, mode, number of observed data or percentage or fractions (halves and quarters).
* Given a verbal desciption of data, select all of the statements that are true. These statements should include statements regarding mean, median, mode, number of observed data or percentage or fractions (halves and quarters).
* Given a verbal description of data, give a percentage for a category (e.g.  Pam is making tamales with her sister for a family reunion. They make 15 pork tamales, 15 cheese tamales, 10 chicken tamales, and 10 beef tamales.  Chicken is Pam's favorite kind of tamale. What percent of the tamales are chicken tamales?)
* Given a verbal description of data, give the mode or modes of the dataset

Assessment Boundaries:
* - Bar graphs must have frequency percents on the y-axis.
- Problems must give introductory context. For example, "The students at North Creek Middle School are voting for the color of their new school flag. The graph below shows the relative frequency of each color the students voted for."
- There may be more than one mode.

Common Misconceptions:
* Compute a category’s percent from a frequency table using the wrong denominator (dividing by 100 or by number of categories instead of by the total number of students).
* Identify the mode incorrectly by assuming there can be only one mode and ignoring ties for highest percent/frequency.
* Treat the percent on the y-axis as a raw count (e.g., 25% = 25 students) instead of converting the percent to a number using the given total.

Difficulty Definitions:
* Easy:
  - Table, description, or graph given AND mode is asked for
* Medium:
  - Table, description, or graph given AND choosing all true statements
* Hard:
  - Table, description, or graph given AND percent/part is asked for

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Dot Plots
Lesson Order: 112.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.4+1
Standard Description: Display numerical data on dot plots.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the choice of using a dot plot over other types of plots for displaying a particular data set.
* Identify an appropriate plot for a given data set.
* Identify frequency values represented by a given dot plot.
* Identify the data set represented by a given dot plot.

Assessment Boundaries:
* - Data sets of 15 – 30 small whole numbers (0 – 10)
- Real-world context on the dot plots is required
- Dataset in question step, should be without any braces

Common Misconceptions:
* Choosing a plot/list without verifying the total number of dots equals the number of data values (15–30)
* Miscounting stack heights (especially 5–6) when turning a dot plot back into a data list, leading to wrong frequencies
* Placing dots on the wrong tick because the one-unit 0–10 scale is misread (e.g., shifting stacks or misplacing 0 or 10)
* Plotting only one dot per value instead of one dot for each occurrence in the list (ignoring duplicates)

Difficulty Definitions:
* Easy:
  - Dot plots represent small data list of 12 values 0–4
  - Count dots in each stack to verify match
* Medium:
  - Given dot plot, choose among data lists which one it represents exactly
  - Dot plots represent data list of more than 12 values
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Creating Histograms
Lesson Order: 114.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.4+2
Standard Description: Display numerical data on histograms.

Key Concepts:
*None specified*

Learning Objectives:
* Given four histograms showing real-world scenarios, identify which histogram matches a real-world data set.
* Given four histograms, identify which histogram matches a data set.
* Given two datasets, identify which dataset matches a histogram
* Given two histograms, identify which histogram matches a data set

Assessment Boundaries:
* - Data sets will range from 8 to 20 whole-number values, Each value can be between (0 to 100)
- 5 bins
- Equal-width bins (width 5, 10, 20) clearly labeled
- No fractional counts, density scales, or cumulative plots
- Requires real world contexts
- Varied real-world context
- Ensure only one correct answer

Common Misconceptions:
* Choosing or accepting a histogram with more or fewer than five bars for the given range and bin width
* Confusing the real-world context with the axis units, leading to mismatching a data set and a histogram
* Reading or reporting fractional frequencies, densities, or cumulative totals instead of whole-number counts per bin
* Using or accepting bins that are not equal-width or whose width does not match the labeled interval (2, 5, or 10)

Difficulty Definitions:
* Easy:
  - Given two datasets, identify which dataset matches a histogram.
* Medium:
  - Given two histograms, identify which histogram matches a data set.
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Box Plots
Lesson Order: 116.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.4+3
Standard Description: Display numerical data on box plots.

Key Concepts:
*None specified*

Learning Objectives:
* Given a boxplot, identify the lower quartile in the context of the problem.
* Given a boxplot, identify the median in the context of the problem.
* Given a boxplot, identify the range in the context of the problem.
* Given a boxplot, identify the upper quartile in the context of the problem.
* Given a dataset, identify which of TWO box plots represents the data
* Given data, identify which of two boxplots represent the data.
* Given two boxplots, determine what percent of data is between the lower quartile and the median.
* Given two boxplots, determine what percent of data is between the lower quartile and the upper quartile.
* Given two boxplots, determine which had less variation in the context of the problem.

Assessment Boundaries:
* - Box plots scaled with integer axes of 2, 5, 10, 25
- Box plots may or may not start at 0 on the number line 
- Problems need a real world introduction to the box plot
- The question needs to be framed within the context of the problem

Common Misconceptions:
* Assuming the number line starts at 0 when it doesn’t, misplacing quartiles and whiskers
* Estimating percent above/below a value by segment lengths rather than quartiles (each quartile = 25%)
* Reading tick marks as 1-unit steps, ignoring axis scales like 2, 5, 10, or 25
* Using max − min for IQR instead of Q3 − Q1

Difficulty Definitions:
* Easy:
  - Given a boxplot, identify the lower quartile in the context of the problem.
  - Given a boxplot, identify the median in the context of the problem.
  - Given a boxplot, identify the upper quartile in the context of the problem.
  - Given a boxplot, identify the range in the context of the problem.
* Medium:
  - Given a boxplot, determine what percent of data is between the minimum and the lower quartile.
  - Given a boxplot, determine what percent of data is between the lower quartile and the median.
  - Given a boxplot, determine what percent of data is between the median and the upper quartile.
  - Given a boxplot, determine what percent of data is between the upper quartile and the maximum.
  - Given a boxplot, determine what percent of data is between the minimum and the median.
  - Given a boxplot, determine what percent of data is between the lower quartile and the upper quartile.
  - Given a boxplot, determine what percent of data is between the median and the maximum.
  - Given a boxplot, determine what percent of data is between the minimum and the upper quartile.
  - Given a boxplot, determine what percent of data is between the lower quartile and the maximum.
  - Given a boxplot, determine what percent of data is between the minimum and the maximum.
  - Given a boxplot, determine what percent of data is above the lower quartile.
  - Given a boxplot, determine what percent of data is above the median.
  - Given a boxplot, determine what percent of data is above the upper quartile.
  - Given a boxplot, determine what percent of data is below the lower quartile.
  - Given a boxplot, determine what percent of data is below the median.
  - Given a boxplot, determine what percent of data is below the upper quartile.
  - Given data, identify which of two boxplots represent the data.
* Hard:
  - Given two boxplots, determine which had less variation in the context of the problem.
  - Given two boxplots, determine what percent of data is between the lower quartile and the upper quartile.
  - Given two boxplots, determine what percent of data is between the lower quartile and the median.
  - Given a dataset, identify which of TWO box plots represents the data

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Interpreting Histograms
Lesson Order: 115.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.4+4
Standard Description: Interpret numerical data on histograms.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two ranges (how many more or fewer)
* Given two histograms, identify which histogram matches a data set.
* Identify the number of observations in a specific bin
* Identify the total number of observations
* Identify which range has the fewest.
* Identify which range has the most.

Assessment Boundaries:
* - Bin range: 0 – 100 
- Equal-width bins (width 5, 10, 20) clearly labeled
- 5 to 10 bins total
- No fractional counts, density scales, or cumulative plots
- Real-world context provided

Common Misconceptions:
* Fail to sum across all bins that make up an asked range (e.g., 41–60 spans two width-10 bins)
* Mishandle values on bin boundaries (e.g., 40 or 50), causing double-counting or omission
* Read bar height by eyeballing or counting gridlines instead of using the y-axis scale labels
* Treat each bar as a single value on the number line instead of a whole interval

Difficulty Definitions:
* Easy:
  5 to 7 bins (inclusive) 
  - Identify which range has the most., OR 
  - Identify which range has the fewest., OR
  - Compare two ranges (how many more or fewer), OR
  - Identify the total number of observations, OR
  - Identify the number of observations in a specific bin
* Medium:
  8 to 10 bins (inclusive) 
  - Identify which range has the most., OR 
  - Identify which range has the fewest., OR
  - Compare two ranges (how many more or fewer), OR
  - Identify the total number of observations, OR
  - Identify the number of observations in a specific bin
* Hard:
  - Given two histograms, identify which histogram matches a data set.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Interpreting Median and Interquartile Range
Lesson Order: 117.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.4+5
Standard Description: Interpret median and interquartile range

Key Concepts:
*None specified*

Learning Objectives:
* Given a situation, determine a typical value of data in the context of the problem. (e.g. A nutritionist is comparing the amount of protein in different types of dairy- and plant-based milk. She looks at how many grams of protein are in 1 cup of 8 different types of milk. The median amount of protein is 5.5 grams, and the interquartile range is 7 grams. She is surprised to find that some types of plant-based milk have 0 grams of protein. Which is a typical amount of protein in a cup of milk?)
* Given a situation, determine how much the data varies. (e.g. Lillian enjoys looking at maps. Last weekend, she looked at a map that showed the elevation of the highest cities in the world, all of which are at least 4,500 meters above sea level. Of the 16 cities on the list, 11 are in Asia and the other 5 are in South America. The median elevation of the cities is 4,727.5 meters above sea level, and the interquartile range is 305 meters. Which is a measure of how much the cities' elevations vary?)
* Given a situation, determine which statements out of several are true, all including statements regarding interpretations of median or IQR but phrased within the context of the problem. (e.g. River County has hosted a Morel Mushroom Hunting Championship every year for the past 8 years. The contestants are bused to a secret location and given 2 hours to search for the mushrooms. All of the winners have found at least 50 mushrooms, and twice, the winner found more than 200 mushrooms. The median number found by a winner was 118.5 mushrooms, and the interquartile range was 63 mushrooms. What can you conclude from these data and statistics? Select all that apply. The middle 50% of the numbers of mushrooms found by the winner over the past 8 years had a range of 63. A winner typically finds about 118 or 119 mushrooms. Two of the years, the winner found more than 200 mushrooms.)
* The middle 50% of the numbers of mushrooms found by the winner over the past 8 years had a range of 63. A winner typically finds about 118 or 119 mushrooms. Two of the years, the winner found more than 200 mushrooms.)
* What can you conclude from these data and statistics? Select all that apply.

Assessment Boundaries:
* - Must be a real world problem.
- The wording must use the context of the problem.
- Decimals are limited to up to hundredths place not require any rounding
- Typical values must find the median.
- Finding how much data varies must imply finding the IQR.

Common Misconceptions:
* Calculating IQR as the average of Q1 and Q3 rather than Q3 − Q1
* Choosing the mean as the “typical” value instead of using the median
* Reading a box plot and taking the visual center of the box as the median instead of the median line
* Using the range (max − min) to describe variability instead of the interquartile range (Q3 − Q1)

Difficulty Definitions:
* Easy:
  - Determine how much the data varies or what a typical value would be.
* Medium:
  - Given a situation, determine which statements out of several are true, all including statements regarding interpretations of median or IQR but phrased within the context of the problem.
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A
Standard Description: Reporting the number of observations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Interpret Dot Plots
Lesson Order: 113.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A+1
Standard Description: Report the number of observations of data from a math problem.

Key Concepts:
*None specified*

Learning Objectives:
* Given a dot plot, determine how many items are in a specific category.
* Given a dot plot, determine the number of items in categories greater than or equal to a given value.
* Given a dot plot, determine the number of items in categories less than a given value.
* Given a dot plot, determine the total number of items by summing all categories.
* Given a dot plot, determine the total number of items meeting a condition that covers multiple categories.
* Given a dot plot, identify how many items exactly match a given value when the same category type appears in different contexts.
* Given a dot plot, identify which category has the greatest frequency.
* Given a dot plot, identify which category has the smallest frequency.
* Given multiple data representations, identify which has the most/least observations.

Assessment Boundaries:
* -  ≤ 35 points
- Requires real world context with an intro such as, "A grocery store chain tracked the number of trips people made to its stores last week."

Common Misconceptions:
* Excluding the given value when the question says “at least [value].”
* Including the given value when the question says “less than [value]” or “more than [value].”
* Interpreting “less than” as “more than,” or vice versa.
* Miscounting the total number of items in the required categories.

Difficulty Definitions:
* Easy:
  - ALL
* Medium:
  - N/A
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A+1
Standard Description: Report the number of observations of data from a math problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A+1
Standard Description: Report the number of observations of data from a math problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A+1
Standard Description: Report the number of observations of data from a math problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A+1
Standard Description: Report the number of observations of data from a math problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.A+1
Standard Description: Report the number of observations of data from a math problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: 900.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.B
Standard Description: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.B+1
Standard Description: Identify representative, random, and biased samples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.B+1
Standard Description: Understanding the initial survey question as numerical vs categorical (quantitative vs qualitative) data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.B+1
Standard Description: Identify representative, random, and biased samples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.B+1
Standard Description: Identify representative, random, and biased samples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.B+1
Standard Description: Identify representative, random, and biased samples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Mean, Median, Mode and Range
Lesson Order: 108.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.C+1
Standard Description: Give quantitative measures of mean, median, mode and range for a data set.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the mean of a data set.
* Calculate the median of a data set when there is an even number of numbers.
* Calculate the median of a data set when there is an odd number of numbers.
* Calculate the mode of a data set.
* Calculate the range of a data set.

Assessment Boundaries:
* Assessment is restricted to: 

- Raw data sets of ≤ 12 whole numbers (0 – 100)
- Datasets are not in order
- Calculations done by hand—no decimals beyond tenths
- When calculating the mean, there should be no more than 10 numbers
- One measure per item to keep work brief

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Real-world context is allowed.
- The question stem must follow the pattern: "What is/was the [measure] [optional: unit]?"
- The [measure] placeholder must be one of: "mean", "median", "mode", or "range".
- The [optional: unit] placeholder represents the real-world context unit if applicable.

Common Misconceptions:
* Calculating range using the first and last listed numbers instead of max − min
* Computing the mean with the wrong n (dividing the sum by an incorrect number of data points)
* Finding the median without first ordering the data set
* Picking the largest value as the mode instead of the most frequent value

Difficulty Definitions:
* Easy:
  - Dataset of only 5-7 numbers (inclusive) AND dataset contains only single-digit numbers
  - For all calculations, the answer must be a whole number
* Medium:
  - Dataset of only 8-10 numbers (inclusive) AND dataset contains only single-digit numbers
  - For all calculations, the answer must be a whole number
* Hard:
  - Dataset of only 8-12 numbers (inclusive) AND dataset contains double-digit numbers
  - Mean or median can be a whole number or decimal to the tenths place

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Finding Quantitative Measures from Charts and Graphs
Lesson Order: 119.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.C+2
Standard Description: Interpret charts and graphs to find mean, median, mode, and range.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the mean of a whole-number data set displayed in a line graph.
* Determine the median of a whole-number data set displayed in a line graph.
* Determine the mode of a whole-number data set displayed in a line graph.
* Given a bar graph of data, determine the mean.
* Given a bar graph of data, determine the median.
* Given a bar graph of data, determine the mode.
* Given a bar graph of data, determine the range.
* Given a dot plot of data, determine the mean.
* Given a dot plot of data, determine the median.
* Given a dot plot of data, determine the mode.
* Given a dot plot of data, determine the range.
* Given a line graph, determine the mean.
* Given a line graph, determine the median.
* Given a line graph, determine the mode.
* Given a line graph, determine the range.
* Given a table of data, determine the mean.
* Given a table of data, determine the median.
* Given a table of data, determine the mode.
* Given a table of data, determine the range.

Assessment Boundaries:
* - Up to 8 categories
- Up to 25 points of data
- Introduce the context appropriately (e.g. Hampden Hills Middle School held a bake sale to raise money for the student government. The table shows the treats that were sold during the first hour of the bake sale.)
- May have more than one mode

Common Misconceptions:
* Computing range from category labels or the count of categories rather than max value minus min value
* Dividing by the number of distinct categories instead of the total number of observations when finding the mean from a frequency display
* Forcing a single mode and ignoring that multiple modes or no mode can occur
* Taking the middle bar/category as the median instead of locating the middle observation using cumulative counts

Difficulty Definitions:
* Easy:
  - Given a table
* Medium:
  - Given a bar graph or dot plot
* Hard:
  - Given a line graph

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Mean Absolute Deviation
Lesson Order: 111.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.C+3
Standard Description: Calculate mean absolute deviation.

Key Concepts:
*None specified*

Learning Objectives:
* Given a data set, calculate the mean absolute deviation

Assessment Boundaries:
* - Data sets of 5 – 8 whole numbers ≤ 100
- MAD answer expected to nearest tenth at most
- Students compute mean first, then absolute differences; no grouped data

Common Misconceptions:
* not rounding the final MAD to the nearest tenth as required
* not taking absolute values of the differences (letting negatives cancel)
* summing absolute differences but not averaging, or dividing by the wrong count (e.g., distinct values instead of total data points)
* using the median instead of the mean as the center for the deviations

Difficulty Definitions:
* Easy:
  - Datasets contain only single digit numbers and have 5-6 numbers (inclusive)
* Medium:
  - Datasets contain double digit numbers and have 5-6 numbers (inclusive), OR
  - Datasets contain only single digit numbers and have 7-8 numbers (inclusive),
* Hard:
  - Real-world context provided (datasets contain units)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Quartiles and Interquartile Range
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.C+4
Standard Description: Calculate quartiles and interquartile range.

Key Concepts:
*None specified*

Learning Objectives:
* Given a data set, find the interquartile range (IQR)
* Given a data set, find the lower quartile (Q1)
* Given a data set, find the upper quartile (Q3)

Assessment Boundaries:
* - No real-world context 
- Only one measure is asked for (e.g., In the data set, what is the lower quartile?) 
- Dataset contains 5 - 16 numbers (whole numbers 0 - 100)
- Stem does not mention “ordered” or “unordered” lists
- Dataset is presented in-line; no stacked numbers

Common Misconceptions:
* Choosing the minimum or maximum of a half as Q1 or Q3 instead of the median of that half
* For an odd-sized data set, including the overall median in both halves when finding Q1 and Q3
* Not sorting the data before finding the median, quartiles, or IQR
* Using max − min (overall range) instead of Q3 − Q1 for the interquartile range

Difficulty Definitions:
* Easy:
  - Dataset of only 5-7 numbers (inclusive) AND dataset contains only single-digit numbers
  - Only lower or upper quartile asked for (no IQR questions)
* Medium:
  - Dataset of only 8-10 numbers (inclusive) AND dataset contains only single-digit numbers 
  - Any measure (Q1, Q3, IQR) can be asked for
* Hard:
  - Datasets of 8-16 numbers AND dataset contains double-digit numbers
  - Any measure (Q1, Q3, IQR) can be asked for

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: Outliers
Lesson Order: 109.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.C+5
Standard Description: Identify an outlier and describe the effect of removing it.

Key Concepts:
*None specified*

Learning Objectives:
* Given a data set with an outlier, describe how removing it affects the mean
* Given a data set, identify the outlier

Assessment Boundaries:
* Assessment is restricted to:

- Raw data sets of 8 – 20 whole numbers where a single value is clearly distinct
- Numbers less than or equal to 999
- No real-world context
- No recomputation of full statistics after removal (qualitative reasoning only)

QUESTION STEM STRUCTURE REQUIREMENT (Most Important Part)

- Every question must follow the sentence pattern: "Select the outlier in the data set. "
- The data set is presented on a new line below the question text.

Common Misconceptions:
* Misses the outlier in an unsorted list by not mentally ordering or grouping the values to spot the single clearly distant value.
* Recomputes the exact mean after removal instead of reasoning qualitatively about whether it will increase or decrease.
* Thinks removing a high outlier increases the mean (and removing a low outlier decreases it), predicting the change in the same direction as the removed extreme.
* Treats the smallest or largest number as the outlier without checking that it is clearly distant from the main cluster.

Difficulty Definitions:
* Easy:
  - Dataset contains 8-10 values (inclusive)
  - Dataset is ordered (numbers listed in increasing order)
  - The outlier is significantly distant from the rest of the data (e.g., > 5x difference or large gap > 100)
  - Question Stem: Uses only the first sentence pattern (Identify outlier).
* Medium:
  - Dataset contains 8-10 values (inclusive)
  - Dataset is ordered (numbers listed in increasing order)
  - The outlier is distinct (e.g., gap > 20) but values are typically within 0-100 range
  - Question Stem: Uses the full pattern (Identify outlier + mean_impact_question).
* Hard:
  - Dataset contains 18-20 values (inclusive)
  - Dataset is unordered (numbers listed in random order)
  - The outlier is less obvious (e.g., gap is present but smaller, or hidden within a large unordered list)
  - Question Stem: Uses only the first sentence pattern (Identify outlier).

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.D
Standard Description: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 13
Unit Name: Data and Statistics
Cluster ID: CCSS.MATH.CONTENT.6.SP.B
Cluster Name: Summarize and describe distributions.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.SP.B.5.D+1
Standard Description: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Key Concepts:
*None specified*

Learning Objectives:
* Given a data set and a context, explain how outliers affect the choice of measure of center (mean or median).
* Given a real-world context and a data set (symmetric or skewed), select the most appropriate measure of center (mean or median) and variability (range or IQR) to summarize the data.
* Given a real-world context and a measure of center (mean or median) or variability (range or IQR), explain why that measure is appropriate based on the shape of the data distribution (symmetric or skewed).
* Given a skewed data set represented in a histogram or box plot, identify the median as the appropriate measure of center and the interquartile range (IQR) as the appropriate measure of variability.
* Given a symmetric data set represented in a histogram or box plot, identify the mean as the appropriate measure of center and the range as the appropriate measure of variability.
* Given two different data sets with different shapes (symmetric and skewed) within different contexts, compare and contrast the measures of center and variability that would be most appropriate for each.

Assessment Boundaries:
* Assessment is limited to choosing appropriate measures of center (mean or median) and variability (range, interquartile range) based on data shape (symmetric or skewed) and acknowledging the influence of context. Understanding histograms and box plots is essential, while detailed numerical computation of variance and standard deviation is beyond the scope at this level.

Common Misconceptions:
* Some students might incorrectly assume that a symmetric distribution always implies using the mean for measure of center and that skewed distributions always require using the median, without deeper analysis of the data set's specific characteristics and context.
* Students may not understand that the context in which data was gathered affects the appropriateness of certain statistical measures, believing that all data sets should be treated the same regardless of context.
* Students may think that measures of center, like mean or median, are always the best choices for summarizing data sets, without considering the data distribution's shape (e.g., skewness or presence of outliers).
* There is often confusion about when to use measures of variation, such as range or interquartile range, versus standard deviation, particularly when students fail to relate these to the data distribution's context and shape.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 2
Unit Name: Dividing Whole Numbers
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+2
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Dividing Whole Numbers by 2-Digit Divisors
Lesson Order: 8.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.2+1
Standard Description: Divide whole numbers with 2-digit divisors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze division problems to identify when the standard algorithm yields non-terminating decimal results.
* Break down and explain each step of the standard division algorithm when dividing by a two-digit divisor.
* Divide a number by a 2-digit number

Assessment Boundaries:
* - Dividend and divisor must be whole numbers
- Divisor must be a 2-digit number
- Dividend must not have more than 7 digits (less than 9,999,999)

Common Misconceptions:
* - Confuses the dividend and divisor positions when setting up the division algorithm.
* - Ignores remainders by stopping division early when the quotient becomes difficult to calculate.
* - Misaligns place values when bringing down digits during long division steps.
* - Treats two-digit divisors like single digits by only using the first digit for estimation.

Difficulty Definitions:
* Easy:
  Answer does not have a remainder, AND
Dividend is a 2 or 3 digit number
* Medium:
  Answer does not have a remainder, AND
Dividend is a 4 or 5 digit number
* Hard:
  Answer has a remainder AND dividend is a 4-7 digit number, OR
Dividend is a 6 or 7 digit number AND answer does not have a remainder

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 2
Unit Name: Dividing Whole Numbers
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+2
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Dividing Whole Numbers by 3-Digit Divisors
Lesson Order: 9.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.2+2
Standard Description: Divide whole numbers with 3-digit divisors.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a number by a 3-digit number

Assessment Boundaries:
* - Dividend and divisor must be whole numbers
- Divisor must be a 3-digit number
- Dividend must not have more than 6 digits (less than 999,999)

Common Misconceptions:
* - Assumes remainder must be zero, forcing incorrect final quotient digits
* - Confuses division steps by multiplying the entire divisor by single quotient digits
* - Ignores place value when dividing, treating 3-digit divisors as single digits
* - Misaligns partial products during subtraction steps in long division algorithm

Difficulty Definitions:
* Easy:
  Answer does not have a remainder
* Medium:
  Answer has a remainder and the dividend is 3 or 4 digits
* Hard:
  Answer has a remainder and the dividend is 5 or 6 digits

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 3
Unit Name: Dividing Fractions
Cluster ID: CCSS.MATH.CONTENT.6.NS.A
Cluster Name: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Lesson Name: Dividing Fractions
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.6.NS.A.1+1
Standard Description: Apply the relationship between multiplication and division to divide fractions less than 1.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the quotient of a fraction and a whole number.
* Compute the quotient of a whole number and a fraction.
* Compute the quotient of two proper fractions.

Assessment Boundaries:
* - Pure numeric computation only; no word problems
- Questions must not involve fractions that are equal to one or greater
- Acceptable operands
 - Proper fraction: numerator < denominator,
- The quotient may be proper or improper fractions.
- Mixed numbers may be accepted as answers
- Include "Write your answer in simplest form."
- Answers must be given in simplest form.

Common Misconceptions:
* Assuming the quotient must also be less than 1 because both fractions being divided are less than 1
* Dividing straight across—numerator by numerator and denominator by denominator—rather than using invert-and-multiply
* Flipping both fractions (instead of just the divisor) before multiplying.
* Forgetting to convert mixed numbers to improper fractions before applying the algorithm

Difficulty Definitions:
* Easy:
  - At least one of the fractions is a unit fraction, AND
  - Answer is a proper fraction
* Medium:
  - At least one of the fractions is a unit fraction, AND
  - Answer is 1 OR answer is an improper fraction
* Hard:
  - Both fractions are non-unit fractions

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 3
Unit Name: Dividing Fractions
Cluster ID: CCSS.MATH.CONTENT.6.NS.A
Cluster Name: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Lesson Name: Division with Mixed Numbers
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.6.NS.A.1+2
Standard Description: Apply the relationship between multiplication and division to divide fractions greater than greater than 1.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a mixed number by a proper fraction.
* Divide a mixed number by a whole number.
* Divide a proper fraction by a mixed number.
* Divide a whole number by a mixed number.
* Divide two mixed numbers.

Assessment Boundaries:
* - Scope of numbers  
  - Mixed numbers, improper fractions, proper fractions, and whole numbers
  - All quantities strictly positive; no negative numbers, no zero, no integers used unless written as a fraction with denominator 1 and the value is > 1.  
  - Denominators limited to 2 – 12 (to keep products ≤ 144 and simplify modeling).  
  - Numerators limited so that, after conversion to improper fractions and during “multiply by reciprocal,” intermediate products of numerators or denominators do not exceed 144.  
  - Fractions expressed only in common fraction or mixed-number form; no decimals, percents, or ratios.
- No word problems or real-world context
- All problems must ask "Divide. Simplify your answer."
- Answers must be simplified.
- In explanations/steps (including “Show what you know”), do not use the verb “rename” when changing fraction forms (e.g., improper ↔ mixed). Use “write,” “express,” or “convert” instead.

Common Misconceptions:
* - Attempt to divide the numerators and denominators separately, e.g., thinking (a/b) ÷ (c/d) equals (a ÷ c)/(b ÷ d)
* - Flip the wrong fraction (or both fractions) when applying the “keep-change-flip” rule, producing an incorrect reciprocal
* - Forget to convert mixed numbers to improper fractions before dividing, leading to errors with the whole-number parts
* - Multiplying the numerators and denominators straight across instead of keeping the first fraction and multiplying by the reciprocal of the second

Difficulty Definitions:
* Easy:
  - Division with a simple mixed number (e.g., 3, 1 ½) and a unit fraction such as ½, ⅓, or ¼; denominators limited to 2–4
* Medium:
  - Division with two non-unit fractions or mixed numbers with unlike denominators (2–7); requires converting to improper fractions 
  - Division with a whole number and a simple mixed number with denominators limited to 2–4
* Hard:
  - Fractions or mixed numbers use denominators up to 12 with no common factors

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 3
Unit Name: Dividing Fractions
Cluster ID: CCSS.MATH.CONTENT.6.NS.A
Cluster Name: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Lesson Name: Fraction Division Word Problems
Lesson Order: 14.0
Standard ID: CCSS.MATH.CONTENT.6.NS.A.1+3
Standard Description: Create and solve word problems involving division of fractions.

Key Concepts:
*None specified*

Learning Objectives:
* Compute the quotient of a whole number and a fraction.
* Explain the mathematical concept of dividing fractions using the relationship between multiplication and division to justify solutions.
* Identify a word problem that matches a context.
* Justify the solution process of dividing fractions by explaining each computational step using the multiplication and division relationship, focusing on the underlying mathematical principles.
* Solve a word problem involving the division of a fraction by a fraction
* Solve a word problem involving the division of a fraction by a whole number or vice versa

Assessment Boundaries:
* - Both the dividend and the divisor are rational numbers
- No additional arithmetic steps (no added, subtracted, or multiplied quantities before the quotient is found). 
- No negative numbers, decimals, percents, exponents, radicals, variables, or algebraic expressions.  
- Numerators and denominators are positive integers 1–12 inclusive.  
- Mixed numbers, when used, contain whole-number parts 1–12 and fractional parts whose denominators are 2–12.  
- Fractions should be presented in simplest form or as mixed numbers if improper.  
- Fractions being divided must be proper fractions less than 1.
- Problem should include "Simplify your answer and write it as a fraction or as a whole or mixed number." 
- Vary verbs/structures (share, portion, fill, cut, mix, travel, rate, area) to avoid repeated sentence frames.
- Each item must require setting up a fraction ÷ fraction from context (not a plug-and-chug computation).

Common Misconceptions:
* Assume the quotient must be smaller than both original fractions, misreading “how many ___ are in ___” and ignoring that a smaller divisor can yield a larger answer
* Divide numerator by numerator and denominator by denominator instead of using the “multiply by the reciprocal” rule
* Flip the wrong fraction (or forget to flip at all) and multiply, leading to an incorrect reciprocal or to straight multiplication of the given fractions
* Omit the final step of simplifying or converting an improper fraction to a mixed number, leaving the answer in an unsimplified form

Difficulty Definitions:
* Easy:
  - Both numbers are unit fractions
* Medium:
  - One number is a unit fraction, the other is a non-unit proper fraction
* Hard:
  - One number is a whole number, the other is a fraction

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 3
Unit Name: Dividing Fractions
Cluster ID: CCSS.MATH.CONTENT.6.NS.A
Cluster Name: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Lesson Name: Reciprocals
Lesson Order: 11.0
Standard ID: CCSS.MATH.CONTENT.6.NS.A.1+4
Standard Description: Find the reciprocal of a whole number, proper fraction or mixed number.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the correct visual model (e.g., area model, number line) that represents the solution to a given word problem involving division of fractions by fractions.
* Create a word problem involving the division of a fraction by a fraction, where the context involves sharing a quantity equally.
* Explain the meaning of the quotient in a word problem involving division of fractions by fractions in the context of equal sharing.
* Find the reciprocal of a fraction number.
* Find the reciprocal of a mixed number.
* Find the reciprocal of a whole number.
* Given a word problem involving equal sharing, identify the division expression needed to solve it.
* Match a word problem involving division of fractions by fractions to its corresponding solution.
* Solve a word problem, created by another student, involving the division of a fraction by a fraction, where the context involves sharing a quantity equally.

Assessment Boundaries:
* - Must focus on finding the reciprocal in fraction form unless the reciprocal is a whole number
- Reciprocals NEVER require simplification (the fractions and mixed numbers are already in their most simplified state)
- Only positive fractions, whole numbers, and mixed numbers
* Assessment should focus on creating and solving straightforward word problems involving division of fractions by fractions, specifically in the context of real-world scenarios related to equal sharing. Complex multi-step problems, or those requiring conversions between different representations or involving operations other than division of fractions by fractions, are not to be assessed under this substandard.

Common Misconceptions:
* - For whole numbers, the student just places it over one and forgets to flip the fraction.
* - Students confuses simplifying the fraction with finding the reciprocal.
* - Students incorrectly find reciprocals of mixed numbers by only flipping the fraction part while leaving the whole number unchanged
* Learners may believe that division of fractions by fractions is always a straightforward process without variations, not recognizing the diverse applications and contexts where different setups might be required.
* Students may misunderstand the equal sharing context, thinking that all division problems allow for equal, clear-cut quantities, neglecting scenarios where remainders or non-uniform subdivisions occur.
* Students may think that solving division of fractions by fractions is only about flipping and multiplying, without understanding the real-world context or the meaning behind the operation.
* Students might view fractions purely as abstract numbers, failing to connect them to measurable quantities or real-world situations, which are crucial when setting up word problems.

Difficulty Definitions:
* Easy:
  - Find the reciprocal of a whole number.
  - Find the reciprocal of a unit fraction.
* Medium:
  - Find the reciprocal of a non-unit fraction.
* Hard:
  - Find the reciprocal of a simplified mixed number.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 3
Unit Name: Dividing Fractions
Cluster ID: CCSS.MATH.CONTENT.6.NS.A
Cluster Name: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Lesson Name: Dividing Fractions and Whole Numbers
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.6.NS.A.1+6
Standard Description: Divide proper fractions and whole numbers using models.

Key Concepts:
*None specified*

Learning Objectives:
* Divide a fraction by a whole number using a model.
* Divide a whole number by a fraction using a model.

Assessment Boundaries:
* - Fractions must be proper and less than 1 -- they must be given in their most simplified state
- When the whole number is the divisor, limit to only numbers from 2-14 (inclusive) 
- When the whole number is the dividend, limit to only numbers from 1-4 (inclusive) 
- No fraction denominators greater than 16 when the fraction is the dividend
- No fraction denominators greater than 9 when the fraction is the divisor  
- Model is always of the dividend
- The answer must be either a whole number, fraction, or mixed number. No decimals allowed.
- For answers with proper fractions, denominators cannot exceed 16
- For answers with mixed numbers, they cannot be greater than 5
- For answers with whole numbers, they cannot be greater than 16

Common Misconceptions:
* - Multiplies the dividend by the divisor instead of dividing when using models
* - Treats division by a whole number as multiplication by that number

Difficulty Definitions:
* Easy:
  Hint is provided and must have the following sentence structure:  "Hint: Divide [fraction] into [whole number] groups and find the size of each group." OR  "Hint: Divide [whole number] into groups of size [fraction] and find how many groups there are." AND
If dividend is a whole number, the answer is a whole number, OR
If dividend is a fraction, the answer is a proper fraction
The  hint MUST come right after the statement "Use the model to help you find [problem]." in the question stem
* Medium:
  No hint is provided AND
If dividend is a whole number, the answer is a whole number, OR
If dividend is a fraction, the answer is a proper fraction
* Hard:
  No hint is provided AND
If dividend is a whole number, the answer is a fraction or mixed number, OR
If dividend is a fraction, the answer is a mixed number

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Decimal Addition
Lesson Order: 15.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+1
Standard Description: Fluently add decimals using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
* Add decimals.

Assessment Boundaries:
* - Problems must require ONLY addition of decimals.  
- No subtraction, multiplication, division, comparison, rounding, or estimation prompts.  
- No “find the missing addend / subtrahend” situations that implicitly require subtraction.
- Exactly 2 addends  
- All decimals are positive (> 0).
- Up to 3 digits to the right of the decimal point (tenths through thousandths).  
- No word problems

Common Misconceptions:
* - Aligning numbers by left edges instead of lining up decimal points, causing place-value mismatches
* - Failing to insert placeholder zeros for shorter decimals, so columns don’t match during addition
* - Omitting the usual regrouping (carrying) when a column totals 10 or more because attention is on decimal positions
* - Placing the decimal in the answer by counting total decimal digits rather than writing it directly under the aligned decimals

Difficulty Definitions:
* Easy:
  - Same number of decimal places (1-2 decimal places)
  - No regrouping required
* Medium:
  - May include different numbers of decimal places (1-3 decimal places)
  - Regrouping required
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Solving Word Problems with Decimals
Lesson Order: 24.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+10
Standard Description: Solve real-world problems by adding, subtracting, multiplying or dividing decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and correct errors in the division of two-digit decimals to demonstrate understanding of the standard algorithm.
* Divide a whole number by a two-digit decimal using the standard algorithm.
* Explain and apply the standard algorithm to divide two-digit decimals, ensuring a clear understanding of each step involved.
* Interpret word problems that require division of two-digit decimals and solve them using the standard algorithm.
* Solve a numerical multistep decimal operation problem.
* Solve a real-world context multistep decimal operation problem.
* Solve a single step real world problem involving adding decimals.
* Solve a single step real world problem involving dividing decimals.
* Solve a single step real world problem involving multiplying decimals.
* Solve a single step real world problem involving subtracting decimals.
* Use estimation strategies to predict the quotient before performing the division of two-digit decimals.

Assessment Boundaries:
* - Addition and subtraction involves up to 3 digit whole numbers and 3 digits after the decimal.
- Operands are positive decimals or whole numbers 
- No negative numbers, fractions, mixed numbers, percents, scientific notation, or irrational numbers appear.  
- Whole-number part ≤ 999; decimal part ≤ 0.001 precision (thousandths).  
- Divisors ≠ 0 and produce terminating decimal quotients (at most three decimal places). 
- Rounding to the nearest cent or tenth is permitted only when the prompt plainly states the requirement or the context is money and demands customary formatting; otherwise answers remain exact.
- May ask about insinuated multiplication. For example, if something costs $X per month, the question may ask how much it costs per year.
- Problems must be one step

Override:
For 1-digit multiplication use carries like in this example:
\begin{array}{r r r} \phantom{0} \\  ^{\small 2} & ^{\small 1}  \\ \mathtt{1} & \mathtt{7} & \mathtt{5} \\ \times & & \mathtt{3} \\ \hline \mathtt{5} &\mathtt{2} & \mathtt{5} \\ &\vphantom{\mathtt{0}} \\  \end{array}
* - Whole-number part: 0–9 999 (four digits maximum).  
- Decimal part: up to 4 places (tenths through ten-thousandths).  
- All quantities non-negative; negative decimals appear first in Grade 7 operations.  
- Use terminating decimals only; no repeating, irrational, or scientific-notation numbers.  
- No fractions, mixed numbers, percents, ratios, or integers other than 0.  
- Allow only these four operations: +, –, ×, ÷.  
- Multi-step means two to four sequential operations; parentheses may be used but NO exponents, roots, absolute value, or powers of ten.  
- Division: divisors up to 2 decimal places; quotient must terminate within four decimal places. No division by zero.  
- Horizontal or vertical numeric expressions.

Common Misconceptions:
* - Forgetting to count total decimal places in the factors, so the decimal point is misplaced in the product when multiplying
* - Lining up digits instead of decimal points when adding or subtracting, causing place-value shifts
* - Not carrying the decimal from the dividend correctly into the quotient during division, leading to an off-by-ten error
* - Overlooking implicit multiplication in contexts (e.g., monthly cost × 12 for a year) and giving the single-month amount as the answer

Difficulty Definitions:
* Easy:
  - One operand is a whole number and the other is a decimal with at most 2 decimal places.
  - Numbers are small (≤ 20) and lead to answers without regrouping or carrying in addition/subtraction.
  - Multiplication/division involves single-digit whole numbers or decimals that align neatly for mental calculation.
* Medium:
  - Both operands have up to 2 decimal places and same number of digits after the decimal point.
  - Addition/subtraction may require regrouping across the decimal point.
  - Multiplication/division may involve multi-digit whole numbers or decimals where alignment and place value tracking are required.
* Hard:
  - Operands have up to 3 decimal places and different number of digits after the decimal point.
  - Requires regrouping or carrying in addition/subtraction with multiple decimal places.
  - Multiplication/division with multi-digit decimals where zeros and place value shifts must be carefully tracked.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Decimal Subtraction
Lesson Order: 16.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+2
Standard Description: Fluently subtract decimals using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
* Add three three-digit decimals, requiring regrouping.
* Add two three-digit decimals where regrouping across zero is required.
* Add two three-digit decimals where regrouping is required in multiple place values.
* Solve a word problem involving the addition of two or three three-digit decimals where regrouping is not required.
* Solve a word problem involving the addition of two or three three-digit decimals where regrouping is required.
* Subtract decimals.

Assessment Boundaries:
* - The ONLY operation that may appear is subtraction of decimals.  
- Exactly two quantities (a minuend and a subtrahend) may be presented in any single item.  
- Both quantities must be positive, terminating base-10 decimals.  
- Neither minuend nor subtrahend may be expressed as a fraction, mixed number, percent, ratio, scientific-notation form, repeating (non-terminating) decimal, or with a negative sign.  
- The result (difference) must also be a positive, terminating decimal or zero.
- Only up to three decimal places after the decimal
- No word problems

Common Misconceptions:
* - Borrowing across the decimal point incorrectly, either skipping the decimal or regrouping from the wrong place value
* - Forgetting to annex zeros to equalize place values, leading to subtraction of unequal-length numbers (e.g., treating 66.4 as 66.4 rather than 66.400)
* - Misaligning decimal points, lining up digits by the left-most place value instead of the decimal point
* - Reversing the order of subtraction when the smaller number has more decimal digits, accidentally computing 31.978 − 66.4 instead of 66.4 − 31.978

Difficulty Definitions:
* Easy:
  - No regrouping
  - The numbers being subtracted have 2 or 3 decimal places
  - The numbers being subtracted have the same number of decimal places
* Medium:
  - The numbers being subtracted have 2 or 3 decimal places
  - The numbers being subtracted do not have the same number of decimal places
  - Regrouping may or may not be necessary
* Hard:
  - The numbers being subtracted do not have the same number of decimal places
  - Regrouping is necessary
  - A decimal may be subtracted from a whole number

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Solving Problems with Decimal Addition and Subtraction
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+3
Standard Description: Solve real-world problems by adding and subtracting decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a real-world problem involving the addition of decimals.
* Solve a real-world problem involving the subtraction of decimals.

Assessment Boundaries:
* - Operations Allowed  
   • ONLY addition and/or subtraction.  
- All quantities must be positive, terminating decimals.  
- No negative numbers, fractions, mixed numbers, percents, ratios, rates, scientific notation, or irrational numbers.  
- Problem must be couched in a real-world setting (e.g., money, lengths, masses, liquid volumes, time recorded as decimals, scores, temperatures above 0 °C, etc.).  
- Contexts must NOT require or imply unit conversion, rates (price per unit, speed, etc.), scaling, comparison of ratios, or proportional reasoning.  
- Numbers presented only in standard decimal notation (e.g., 37.05).  
- Solutions expected by exact computation; no rounding, estimating, front-end, or mental-math shortcuts demanded.  
- Only decimals to up to three decimal places after the decimal

Common Misconceptions:
* - Combining “whole-number parts” and “decimal parts” separately (e.g., adding 75¢ + 98¢ = 173¢ and tacking it onto the dollars)
* - Lining numbers up by the leftmost digit instead of the decimal point, mixing place values
* - Placing the decimal point in the sum/difference by eye rather than by aligned place value, creating an extra or missing digit
* - Skipping placeholder zeros in the shorter number during subtraction, shifting digits left and shrinking the answer

Difficulty Definitions:
* Easy:
  - Numbers have the same number of decimal places (1-2 decimal places), or
  - No regrouping required
* Medium:
  - Numbers have the same numbers of decimal places (up to 3 decimal places), or
  - Regrouping required in at least one step
* Hard:
  - Numbers have different numbers of decimal places (up to 3 decimal places), or
  - Multiple regrouping steps required, or 
  - May involve subtracting decimals from whole numbers

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Decimal Multiplication
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+4
Standard Description: Fluently multiply decimals using the standard algorithm.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the correct placement of the decimal point in the product of a two-digit decimal by a one-digit decimal.
* Identify the correct placement of the decimal point in the product of a two-digit decimal by a two-digit decimal.
* Identify the correct placement of the decimal point in the product of a whole number by a two-digit decimal.
* Multiple a one digit decimal by a one digit decimal.
* Multiply a two-digit decimal by a one-digit decimal.
* Multiply a two-digit decimal by a two-digit decimal.
* Multiply a whole number by a one-digit decimal.
* Multiply a whole number by a two-digit decimal.
* Subtract a two-digit decimal (hundredths place) from a whole number, requiring the student to add zeros as placeholders.

Assessment Boundaries:
* - Exactly TWO factors per problem—no chains of three or more numbers.
- Multiplication only. No addition, subtraction, division, powers, roots, or mixed operations anywhere in the item.
- Positive decimal. 
- At most THREE digits to the right of the decimal point. 
- Numbers may have up to a two digit whole number and two digits after the decimal point.
- At max, up to 4 digits in total in each factor are acceptable (like in 12.55 x 24.12).
- The question may be set with a x b (using \times) or with a column via the LaTeX aray.
- Final answer must fall between 0.01 and 999.00 to avoid unwieldy digit counts. 
- The question should be stated exactly like 'Multiply <<expression>>' without additional instructions and words.
- No scientific notation.
- No negatives, fractions, mixed numbers, percents, ratios, repeating decimals, irrational numbers, variables, or exponents.
- No Real world context/word problems.

Common Misconceptions:
* Assume the answer must be larger than both factors, so they “bump” the decimal right when multiplying by a number less than 1
* Count decimal places correctly but shift the point the wrong direction, creating too many or too few digits left of the decimal in the product
* Multiply as if both numbers are whole, then insert the decimal from only one factor instead of counting total decimal places
* Omit necessary placeholder zeros in partial products when factors differ in length, leading to an under-valued product

Difficulty Definitions:
* Easy:
  - Multiply a one-digit decimal by a one-digit decimal (i.e., the numbers have the same number of digits to the tenths place)
* Medium:
  - Multiply a two-digit decimal by a two-digit decimal (i.e., the numbers have the same number of digits to the hundredths place)
  - Multiply a whole number by a one-digit decimal
* Hard:
  - Multiply decimals with different number of digits (e.g., one number is up to the tenths place and the other number is up to the hundredths place)
  - Multiply a whole number by a two-digit decimal 
  - Multiply a two-digit decimal by a one- or two-digit decimal

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Dividing Decimal Dividends
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+5
Standard Description: Fluently divide decimal dividends by whole number divisors.

Key Concepts:
*None specified*

Learning Objectives:
* Divide problems that use the long division symbol.
* Divide problems that use the ÷ symbol.
* Subtract two three-digit decimals where one number has fewer decimal places than the other (requires adding zeros as placeholders).
* Subtract two three-digit decimals where one or both numbers have trailing zeros.
* Subtract two three-digit decimals where regrouping is required in multiple place values.
* Use tools such as calculators or spreadsheets to verify the correctness of the subtraction of three-digit decimals.

Assessment Boundaries:
* - Dividend  
   • Positive terminating decimal only.  
   • May be ≥ 0.1 and ≤ 9,999.9999.  
   • Up to 4 digits to the right of the decimal point.  
   • No repeating-decimal notation, fractions, mixed numbers, negative numbers, scientific notation, or percents.

- Divisor  
   • Positive whole number only.  
   • Value from 1 to 99.  
   • No decimals, fractions, negatives, or variables.

- Quotient  
   • Decimal only (quotients will have at least one decimal place). 
   • Quotients are always exact terminating decimals (no rounding required).
   • No remainder notation other than a decimal remainder.

- No word problems

Common Misconceptions:
* - Assuming the decimal must be “cleared,” students multiply or divide both numbers by 10 even though the divisor is already a whole number, altering the problem’s value
* - Bringing the decimal point straight up into the quotient is skipped or done one place off, making the answer 10× too large or small
* - Omitting needed zero placeholders when the divisor doesn’t fit into a place-value position, causing digits to shift left and the quotient to shrink
* - Stopping once a whole-number remainder appears instead of annexing zeros and continuing, so the decimal part of the quotient is incomplete

Difficulty Definitions:
* Easy:
  Divisor: Single-digit whole number (2-9)
Dividend: 1-2 decimal places, small values (< 100)
Quotient: Terminating decimal with 1-2 decimal places
No complex regrouping required
* Medium:
  Divisor: Single-digit whole number (4-9)
Dividend: 2 decimal places, medium values (10-100)
Quotient: Terminating decimal requiring 2+ decimal places
May require adding 1 zero to continue division
* Hard:
  Divisor: Single-digit whole number (2-9)
Dividend: 2-4 decimal places, larger values (up to ~90)
Quotient: Terminating decimal requiring 3-4 decimal places
Requires adding 2+ zeros to continue division

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Dividing Decimal Divisors
Lesson Order: 21.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+6
Standard Description: Fluently divide whole number dividends by decimal divisors.

Key Concepts:
*None specified*

Learning Objectives:
* Divide problems that use the long division symbol.
* Divide problems that use the ÷ symbol.

Assessment Boundaries:
* - Dividend  
   • Positive whole number only.
   • 1- to 5-digits (1 – 99,999).  

- Divisor  
   • Positive, terminating decimal only.
   • 1 or 2 decimal places (tenths or hundredths) and ≠ 0.  
   • Magnitude limited to 0.1 – 12.5.
   • No negative numbers, fractions, mixed numbers, repeating/non-terminating decimals, percents, scientific notation, or variables.

- Quotient  
   • Decimal only (quotients will have at least one decimal place).
   • Quotients are always exact terminating decimals (no rounding required).
   • No remainder notation other than a decimal remainder.

- Single operation: long-division ("standard algorithm") of the dividend by the decimal divisor.
- No word problems
* - Dividend  
   • Positive whole number only.
   • 1- to 5-digits (1 – 99,999).  

- Divisor  
   • Positive, terminating decimal only.
   • 1 or 2 decimal places (tenths or hundredths) and ≠ 0.  
   • Magnitude limited to 0.1 – 12.5.
   • No negative numbers, fractions, mixed numbers, repeating/non-terminating decimals, percents, scientific notation, or variables.

- Quotient  
   • May be whole or decimal.  
   • Quotients are always exact terminating decimals (no rounding required).
   • No remainder notation other than a decimal remainder.

- Single operation: long-division ("standard algorithm") of the dividend by the decimal divisor.
- No word problems

Common Misconceptions:
* - Assuming division always makes the answer smaller, so they are surprised when dividing by a decimal less than 1 gives a larger quotient
* - Convert the divisor to a whole number by shifting its decimal point but forget to shift the dividend by the same power of ten, changing the problem’s value
* - Omit necessary placeholder zeros during long-division steps, causing digits to “collapse” into the wrong places
* - Place the decimal point in the quotient directly above the decimal in the original dividend instead of after both numbers have been shifted, leading to misaligned place value

Difficulty Definitions:
* Easy:
  Dividend: 1–2 digit whole number (1-99)
Divisor: 1 decimal place (0.1–9.9)
Quotient: Whole number or terminating decimal (minimal zeros added)
* Medium:
  Dividend: 2 digit whole number (10-99)
Divisor: 2 decimal places (0.10–12.5)
Quotient: Terminating decimal requiring 1–2 zeros added during division
* Hard:
  Dividend: 2 digit whole number (10-99)
Divisor: 2 decimal places with smaller divisors (0.05–0.88)
Quotient: Terminating decimal requiring 2+ zeros added during division

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Dividing Decimals by Decimals
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+7
Standard Description: Fluently divide decimal dividends by decimal divisors.

Key Concepts:
*None specified*

Learning Objectives:
* Divide problems that use the long division symbol.
* Divide problems that use the ÷ symbol.
* Estimate the product of two two-digit decimals and verify the reasonableness of the result obtained using the standard algorithm.
* Identify the correct placement of the decimal point in the product of two-digit decimals.
* Multiply a whole number by a two-digit decimal using the standard algorithm.

Assessment Boundaries:
* - Exactly one operation per item: decimal ÷ decimal.  
- No addition, subtraction, multiplication, multi-step mixed-operation expressions, or order-of-operations sequences.  
- The quotient may be interpreted or stated, but no further operations are performed with it.

- Exactly two operands: one dividend and one (non-zero) divisor.  
- Both operands are terminating, positive decimals.  
- No negative numbers, fractions, mixed numbers, percents, repeating decimals, irrational numbers, scientific notation, radicals, or variables.

- Dividend  
   • Up to 4 digits to the left of the decimal point and up to 4 digits to the right (e.g., 9999.9999).  

- Divisor  
   • Up to 2 digits to the left of the decimal point and up to 2 digits to the right (e.g., 99.99 or 0.48).

- Quotient  
   • Decimal only (quotients will have at least one decimal place).
   • Quotients are always exact terminating decimals (no rounding required).
   • No remainder notation other than a decimal remainder.

- No word problems

Common Misconceptions:
* - Believing division always makes a number smaller, so when the divisor is less than 1 they force the decimal point left or add zeros to shrink the answer
* - Dividing without first shifting both dividend and divisor by the same power of ten to make the divisor a whole number, so all subsequent steps are off
* - Dropping the decimal into the quotient directly above the dividend’s decimal instead of placing it after the shift, giving a quotient that is ten-times too big or small
* - Stopping when a remainder appears or forgetting placeholder zeros in the dividend, producing an unfinished or truncated quotient

Difficulty Definitions:
* Easy:
  Divisor: 1 decimal place (0.1-9.9)
Dividend: 1–2 decimal places
Quotient: Terminating decimal with no zeros added
* Medium:
  Divisor: 1–2 decimal places (0.1-12.5)
Dividend: 2–3 decimal places
Quotient: Terminating decimal requiring 1–2 zeros added during division
* Hard:
  Divisor: 2 decimal places (0.01-12.5)
Dividend: 3-4 decimal places
Quotient: Terminating decimal requiring 2+ zeros added during division

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Decimal Quotients
Lesson Order: 19.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+8
Standard Description: Fluently divide whole number dividends by whole number divisors, resulting in decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Divide problems that use the long division symbol.
* Divide problems that use the ÷ symbol.
* Multiply a three-digit decimal by 10, 100, and 1000.
* Multiply a three-digit decimal by a one-digit decimal (e.g. 9.87 x .6)
* Multiply a three-digit decimal by a three-digit decimal (e.g. 9.87 x .678)
* Multiply a three-digit decimal by a two-digit decimal (e.g. 9.87 x .67)
* Multiply two three-digit decimals where one or both have a zero in the tenths or hundredths place (e.g., 1.03 x 4.50).
* Verify the accuracy of the multiplication of three-digit decimals by checking results through inverse operations or estimation strategies.

Assessment Boundaries:
* - Dividend – non-negative whole number only (no decimals, fractions, mixed numbers, negatives, or zero).  
- Divisor – non-negative whole number other than zero (no decimals, fractions, mixed numbers, negatives).  
- Quotient – decimal (terminating OR repeating). Repeating decimals must be stated to what place value to round or truncate (e.g., “round to the thousandths place”).  
- No other number forms (percent, scientific notation, radicals, exponents, variables).
- Dividend may contain up to 6 digits (1 ≤ dividend ≤ 999 999).  
- Divisor may contain up to 2 digits (1 ≤ divisor ≤ 99).  
- No word problems

Common Misconceptions:
* - Placing the decimal point directly above the last digit of the dividend instead of directly above its position in the quotient, leading to answers off by a power of ten
* - Reversing dividend and divisor (treating 4 ÷ 15 instead of 15 ÷ 4) because both are whole numbers and look “interchangeable”
* - Stopping the division as soon as the original digits are exhausted, without adding zeros to the dividend, so the decimal portion is never found
* - Writing the remainder as a separate whole number or fraction (e.g., 3 r 3 or 3 3/4) instead of annexing a decimal point and continuing the division

Difficulty Definitions:
* Easy:
  - Problems use the long division symbol
  - Dividends are 1 digit numbers
* Medium:
  - Problems are written horizontalls using the ÷ symbol.
  - Dividends are 2 or 3 digit numbers
* Hard:
  - Dividends are 4-6 digits.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 4
Unit Name: Decimal Operations
Cluster ID: CCSS.MATH.CONTENT.6.NS.B+1
Cluster Name: Compute fluently with multi-digit numbers and find common factors and multiples.
Lesson Name: Solving Problems with Decimal Multiplication and Division
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.6.NS.B.3+9
Standard Description: Solve real-world problems by multiplying and dividing decimals.

Key Concepts:
*None specified*

Learning Objectives:
* Interpret and justify each step of the multiplication process for multi-digit decimals using mathematical language, explaining the reasoning behind each operation.
* Solve a real-world problem involving the division of decimals.
* Solve a real-world problem involving the multiplication of decimals.
* Use estimation strategies to assess the approximate product of the multiplication of large decimals, enhancing decimal placement accuracy.

Assessment Boundaries:
* - Operands are positive decimals or whole numbers written in decimal form (e.g., 7 is written 7.0 if needed).  
- No negative numbers, fractions, mixed numbers, percents, scientific notation, or irrational numbers appear.  
- Whole-number part ≤ 9 999; decimal part ≤ 0.001 precision (thousandths).  
- Divisors ≠ 0 and produce terminating decimal quotients (at most three decimal places).
- Each computational step is limited to multiplication or division of decimals (by decimals or whole numbers).  
- Rounding to the nearest cent or tenth is permitted only when the prompt plainly states the requirement or the context is money and demands customary formatting; otherwise answers remain exact.

Common Misconceptions:
* - Adding or subtracting decimals without writing placeholder zeros, so digits from different place values are combined incorrectly
* - Lining up decimal points for multiplication or division the same way they do for addition/subtraction, then copying the decimal straight down into the product or quotient
* - Moving the decimal point in only the dividend (or not at all) when dividing by a decimal, which shifts place value and gives an incorrect quotient
* - Rounding or truncating intermediate results in multi-step problems, causing the final answer to be off by a noticeable amount

Difficulty Definitions:
* Easy:
  - Decimals divided by whole numbers OR decimals with only 1-2 decimal places
  - Operations: Single-step division (decimal ÷ whole number) or multiplication (decimal × whole number)
  - Decimal Complexity: 1–2 decimal places (e.g., $65.50 × 5)
  - Context: Basic sharing/grouping (e.g., splitting land equally) or total cost calculations
* Medium:
  - Operations: Division with decimals in both dividend and divisor (e.g., 56.2 ÷ 45)
  - Decimal Complexity: 2–3 decimal places, requiring rounding to hundredths/thousandths
  - Context: Unit rates or averages (e.g., gallons per day, beans per batch)
* Hard:
  - Operations: Multi-step problems combining addition/subtraction with multiplication/division
  - Decimal Complexity: 3+ decimal places, precise rounding, or non-terminating decimals
  - Context: Real-world constraints (e.g., money formatting, measurement precision)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.1
Standard Description: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Writing Ratios
Lesson Order: 25.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.1+1
Standard Description: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a given comparison of two quantities is best represented as a ratio.
* Explain the meaning of a given ratio in the context of a real-world situation.
* Given a ratio, select a scenario that accurately represents the relationship.
* Given a situation, identify a part to part ratio when one part of the ratio is provided (e.g., <blank> to 3)
* Given a situation, identify a part to part ratio.
* Given a situation, identify a part to whole ratio when one part of the ratio is provided (e.g., 4 <blank> to 1)
* Given a situation, identify a part to whole ratio.
* Simplify ratios.

Assessment Boundaries:
* - No three-term ratios, no proportional reasoning, cross-multiplication, unknowns, multi-step problems, or comparison of different ratios.  
- No need for simplifying ratios
- Must use visuals
- Maximum number of total shapes is 10 
- 4 types of shapes maximum
* Assessment should focus on students describing ratio relationships between two quantities using correct ratio language and formats, without requiring calculations involving unit rates, proportional reasoning, or algebraic expressions.

Common Misconceptions:
* - Reversing the order in a ratio and assuming 2:3 means the same relationship as 3:2
* - Thinks a ratio like 5:1 represents a difference of 4 instead of a multiplicative comparison
* Treats a part-to-part ratio (e.g., boys to girls) as if it were part-to-whole, or vice versa

Difficulty Definitions:
* Easy:
  - One part of the ratio is provided AND
  - Only two types of shapes in the model
* Medium:
  - Student has to give the whole ratio AND 
  - Only two types of shapes in the model
* Hard:
  - The model has more than 2 types of shapes AND 
  - Student has to give the whole ratio

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Writing Ratios: Word Problems
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.1+2
Standard Description: Writing ratios from word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Determine a ratio when one category must be found by subtraction from the total.
* Determine the ratio between two distinct groups.
* Determine the ratio of one group to the total.

Assessment Boundaries:
* - Situational word problem provides counts of items, people, or objects.
- Students determine and express a ratio in colon form (e.g., 2:3).
- Ratios compare either two distinct groups or one group to the total.
- Information may be directly stated or require finding a missing value from a total.
- No requirement to simplify

Common Misconceptions:
* Forms the ratio before finding a missing part from the total, so an incorrect given number is used
* Reverses the order of the quantities named in the prompt, giving the opposite ratio
* Uses a part-to-total ratio when the question asks for part-to-part (or vice versa)
* Writes the answer as a fraction or with words instead of the required colon format

Difficulty Definitions:
* Easy:
  - Question is multiple-choice AND
  - Both parts of the ratio are explicitly given in the question stem and can be used directly.
* Medium:
  - Question is multiple choice AND only one part of the ratio is explicitly given in the question stem, OR 
  - Question is text entry AND the first number of the ratio is provided and the student enters the second.
* Hard:
  - Question is text entry AND student is required to write the entire ratio.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.2
Standard Description: Understand the concept of a unit rate \(a/b\) associated with a ratio \(a:b\) with \(b \neq 0\), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is \(3/4\) cup of flour for each cup of sugar." "We paid \(\$75\) for 15 hamburgers, which is a rate of \(\$5\) per hamburger." \

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Unit Rates
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.2+1
Standard Description: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship in a real world situation.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the unit rate for a ratio
* Calculate the unit rate for a ratio from a word problem.

Assessment Boundaries:
* - Numbers allowed: positive whole numbers ≤ 50, terminating decimals to hundreds that do not require rounding, and proper or improper fractions with denominators of 2, 3, 4, 6 or 8; exclude negatives, repeating decimals, percents, and irrationals.  
- Ratio structure: exactly two terms (a : b with b ≠ 0) that share related, already-compatible units; no compound ratios, no more than two addends, and no unit conversions.  
- Express a relationship using rate language.
- Word problems with real-world context

Common Misconceptions:
* Finding a “rate per group” other than 1 (e.g., per 4 hours) and thinking that already is the unit rate, so they skip dividing down to “per 1”
* Performing the division correctly but keep the original units together (e.g., “20 inches/8 hours”) instead of expressing a single compound unit (“2.5 inches per hour”)
* Treating a:b and b:a as interchangeable, so they divide in the wrong order and report the reciprocal rate

Difficulty Definitions:
* Easy:
  - 2 answer options AND unit rate is a whole number
* Medium:
  - 2 answer options AND unit rate is a fraction or decimal
* Hard:
  - 4 answer options

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Identifying Equivalent Ratios
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+1
Standard Description: Identify equivalent ratios.

Key Concepts:
*None specified*

Learning Objectives:
* Decide if two given ratios are equivalent.
* Select all ratios equivalent to a given ratio.

Assessment Boundaries:
* - Ratio form: exactly two positive whole-number terms (1–100) shown as “a : b,” “a to b,” or “a/b”; disallow 0, negatives, fractions/decimals within the terms, percents, or three-part ratios.
- Worked examples should show all comparisons required to validate the answer options provided.
- Worked examples must be less than 5 steps.

Common Misconceptions:
* - Reversing the order of the terms and assuming 4:5 and 5:4 are equivalent
* - Treating a part-to-part ratio as a part-to-whole fraction (e.g., thinking 4:5 means “4 out of 5” rather than “4 parts to 5 parts”)
* Adding or subtracting the same number to each term (or multiplying by different numbers) instead of multiplying/dividing both terms by the same factor to create an equivalent ratio
* Picking pairs with the same difference rather than the same multiplicative relationship (e.g., believing 6:7 is equivalent to 4:5 because each term is 2 larger)

Difficulty Definitions:
* Easy:
  - Numbers: Single-digit whole numbers
  - Given ratio needs to be scaled up and is scaled by 2, 3, 4 (low numbers) 
  - Representation: One format is used throughout the item (all shown with “a : b” or all in fraction form).
* Medium:
  - Numbers: Two-digit whole numbers 
  - Given ratio needs to be simplified
  - Item may mix at least two forms (colon, fraction, “to” language, or a simple double-number-line sketch)
* Hard:
  - Numbers: Larger two-digit whole numbers
  - Given ratio needs to be both scaled up and scaled down to arrive at the answers
  - Item may mix two or more forms (colon, fraction, “to” language, or a simple double-number-line sketch)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Writing Equivalent Ratios
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+2
Standard Description: Write equivalent ratios.

Key Concepts:
*None specified*

Learning Objectives:
* Find the missing number that makes a given ratio equivalent to another ratio. (e.g., 4:5 =  ? :15)

Assessment Boundaries:
* - Limit to two-term ratios with positive whole-number terms 1–100; no zeros, negatives, fractions, decimals, mixed numbers, variables, or three-term ratios.  
 - Generate equivalent ratios solely through multiplying or dividing both terms by the same whole-number factor; no cross-product equations, ratio tables, tape/double number lines, coordinate plots, rates, unit rates, or proportional reasoning beyond the scale factor.  
 - Present ratios in colon notation only; do not convert to percents, unit conversions, or contexts requiring dimensional analysis.  
 - the Answer should not be in the form of a:b
 - the question stem should be "Find the number that makes the ratio equivalent to "

Common Misconceptions:
* Reversing the order of the terms and assuming the new ratio is equivalent (e.g., writing students:teachers instead of teachers:students)
* Scaling only one term by the factor and leaving the other unchanged
* Treating ratios additively (e.g., adding the same number to both terms) instead of scaling multiplicatively to create an equivalent ratio
* Using factors that break the assessment limits, such as 0, negatives, or non-whole numbers, when generating equivalent ratios

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  - The scale factor is greater than or equal to 10, and the operation to find the missing number is multiplication
* Hard:
  - The operation to find the missing number is division

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+3
Standard Description: Use tables of equivalent ratios relating quantities with whole-number measurements to plot the pairs of values on the coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Given a coordinate plane with plotted points, identify the table of equivalent ratios with whole-number measurements that corresponds to the plotted points.
* Given a partially completed table of equivalent ratios with whole-number measurements, complete the table and plot the pairs of values on a coordinate plane.
* Given a real-world scenario, create a table of equivalent ratios with whole-number measurements and plot the pairs of values on a coordinate plane.
* Given a table of equivalent ratios with whole-number measurements, plot the pairs of values on a coordinate plane.
* Use tables and graphs to explain the relationship between two quantities represented by equivalent ratios.

Assessment Boundaries:
* Assessment is limited to creating tables of equivalent ratios with whole-number measurements and plotting those pairs on a coordinate plane. Solving complex equations or use of non-whole number measurements is beyond the scope.

Common Misconceptions:
* Students may incorrectly assume that the order in which quantities are listed in a ratio does not matter when plotting them as coordinate pairs, leading to incorrect graphing on the coordinate plane.
* Students may misunderstand that plotting pairs on the coordinate plane requires understanding how those pairs correlate to each other within the context of equivalent ratios.
* Students may think that equivalent ratios need to have the same numerical difference between their quantities, rather than the same multiplicative relationship.
* Students might misinterpret tables of equivalent ratios, focusing on additive patterns rather than multiplicative relationships, which can lead to incorrect plotting of coordinates.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Graphs from Ratios
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+5
Standard Description: Create tables and graphs from ratios.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the table that represents a stated ratio relationship.
* Graph the coordinate point(s) that correctly represent a stated ratio relationship.

Assessment Boundaries:
* - Ratio pairs must use positive whole-number values only (1–100); the single point (0, 0) may appear, but no fractions, decimals, negatives, or mixed numbers.  
- Exactly two quantities per situation; each plotted point represents equivalent ratios of those two quantities—no third variable, multi-step proportions, or simultaneous comparisons.  
- Graphs are limited to the first quadrant of a Cartesian grid
- Do not use concept of Slope, instead used Rate
- The focus of explanations should be on creating a table to find the points to plot on the graph
- Requires real-world context introducing the problem.
- Exactly four points should be represented on tables and graphs.
- Graphs may have x or y scales of 1, 2, 3, 5, 10, or 20

Common Misconceptions:
* Assuming the graph must pass through (0, 0) even when zero of both quantities is not meaningful in the context
* Generating equivalent ratios with fractions or decimals instead of restricting to whole-number pairs within 1–100
* Reversing the coordinate order and plotting x and y values for the two quantities in the wrong positions
* Treating non-equivalent pairs (e.g., 3 : 5) as valid just because the numbers “look proportional” rather than checking they match the given ratio

Difficulty Definitions:
* Easy:
  - Choose the table that represents a stated ratio relationship.
* Medium:
  - Graph the coordinate point(s) that correctly represent a stated ratio relationship.  
  - The complete table of the relationship is shown.
* Hard:
  - Graph the coordinate point(s) that correctly represent a stated ratio relationship.  
  - The table of the relationship is shown but there are 3 input/output values missing. Missing values could be all outputs, an input and two outputs, or two inputs and one output.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Equivalent Ratio Word Problems
Lesson Order: 32.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+6
Standard Description: Equivalent Ratio Situations

Key Concepts:
*None specified*

Learning Objectives:
* Apply reasoning about equivalent and non-equivalent ratios in real-world contexts where both parts of the ratio change, including situations with larger whole numbers.
* Compare ratios that are written in different notations (word form with comparative phrases, colon notation, and fraction notation combined with units) and decide if they represent the same relationship.
* Determine if two situations represent equivalent ratios.
* Determine whether two given ratios are equivalent using multiplicative reasoning (scaling up or down both terms of a ratio by the same factor).
* Interpret ratios described in word problems, including the associated units and categories (such as items, people, or measurements).

Assessment Boundaries:
* Assessment is restricted to:
- Word problems that present exactly two ratios describing the same or closely related real-world context, and ask whether these two ratios are equivalent.
- Ratios involving primarily positive whole numbers; No decimals, percents, or negative numbers.
- Both ratios in a single item refer to comparable quantities and units; no unit conversion across different measurement systems is required.
- Determining equivalence relies only on comparing the two given ratios; students are not required to compute missing values, generate tables, or graph points.

QUESTION STEM STRUCTURE REQUIREMENT
- Every question must follow this exact structure:
  "Are these ratios equivalent?"
  [Ratio 1]
  [Ratio 2]
- The placeholders [Ratio 1] and [Ratio 2] represent the two ratios being compared, including their associated units or labels.
- The answer options must be strictly "YES" and "NO".

Common Misconceptions:
* Assume reversing the order (e.g., 3 deliveries to 4 minutes vs. 4 deliveries to 3 minutes) produces an equivalent ratio
* Compare ratios using absolute differences instead of checking for a common multiplicative factor
* Misread wording/notation (“per,” “to,” “:”) and treat unlike phrase formats as nonequivalent
* Scale one quantity of the ratio but forget to scale the other by the same factor

Difficulty Definitions:
* Easy:
  - Items where both ratios use single-digit or small double-digit whole numbers (up to 20).
  - The multiplicative relationship is an integer scale factor (e.g., x2, x3) that is immediately obvious.
  - Both ratios use identical notation (e.g., both use "to" or both use colons) and identical phrasing structure.
  - 2 Answer Options ONLY
* Medium:
  - Items where at least one ratio contains larger double-digit whole numbers (20-99).
  - The scale factor requires calculation but remains an integer.
  - Ratios use DIFFERENT notations (e.g., one uses colon, the other uses "for every") OR involve simple fractions (e.g., 1/2, 1/4) paired with units.
  - 2 Answer Options ONLY
* Hard:
  - Items where ratios involve manageable three-digit whole numbers (e.g., 150, 200) or factors that are not immediately obvious integers.
  - Requires comparing cross-products or simplifying both ratios to a common base because one is not a simple integer multiple of the other.
  - The context implies non-proportional relationships or uses complex phrasing that requires careful decoding of the quantities.
  -- 2 Answer Options ONLY

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Comparing Ratio Word Problems
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+7
Standard Description: Solve word problems involving comparing ratios.

Key Concepts:
*None specified*

Learning Objectives:
* Given a word problem regarding two situational ratios, determine if the ratios are the same (yes/no)
* Given a word problem regarding two situational ratios, determine which ratio is greater (3 answer options, with one being neither)
* Given a word problem regarding two situational ratios, determine which ratio is smaller (3 answer options, with one being neither).

Assessment Boundaries:
* - The question should ask, whether the ratios are the same, which is greater or which is smaller within the context of the real world problem. 
- Real world problems are required.
- The ratios will be presented within a situational context, where students must compare two different ratios presented in a word problem.
- Explanations and worked examples must be aligned in the approach for solving the problem. Students are taught to simplify or reduce the fractions representing the ratios and then to compare them.

Common Misconceptions:
* Compare only one component (e.g., numerators) instead of the entire ratio, assuming larger number means greater ratio
* Create “equivalent” ratios by adding or subtracting the same amount rather than multiplying/dividing by the same factor for both terms
* Judge ratios by the difference between quantities instead of using multiplicative reasoning (e.g., thinking 6:10 is greater than 4:6 because 6‒10 < 4‒6)
* Mix up part-to-part and part-to-whole descriptions, leading to mismatched comparisons

Difficulty Definitions:
* Easy:
  - Ratios are explicitly given in simple numbers, and the comparison is straightforward AND
  - The answer options are yes and no (the question is asking if the ratios are the same).
* Medium:
  - Ratios are explicitly given in simple numbers, and the comparison is straightforward AND
  - The question is asking for which ratio is greater/smaller
* Hard:
  - Ratios are implied, not directly stated, requiring students to interpret the situation and reason through how changes affect the ratio AND
  - The question is asking for which ratio is larger/smaller

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Ratio Tables
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.A+8
Standard Description: Complete ratio tables.

Key Concepts:
*None specified*

Learning Objectives:
* Complete missing entries in a ratio table by identifying and applying the correct whole-number scale factor(s).

Assessment Boundaries:
* Positive whole numbers only for all entries; scale factors are positive integers.
Two-column tables, typically 5 rows (allow 4–6).
Keep it single-concept (ratio tables); no percent problems, complex unit conversions, or equation-based proportion solving.

Common Misconceptions:
* - Confuses additive change for multiplicative scaling, adding constant each row.
* - Ignores base ratio, applying factor relative to wrong row.
* - Swaps multiplication and division when computing missing table entries.
* - Uses inconsistent scale factors for numerator and denominator entries.

Difficulty Definitions:
* Easy:
  Blanks: Exactly 1 total.
Placement: Anywhere in the table.
Factors: k ∈ {2–5} (upscaling only).
Number ranges: Base ratio parts a, b ∈ [1, 10]; largest table entry ≤ 60.
Rows: 5 (default).
Requirements: At least two fully completed rows make the constant ratio obvious; single-step multiply from an anchor row; no ÷k.
* Medium:
  Blanks: Exactly 2 total.
Placement: Same column OR one in each column (use either); blanks may be nonadjacent.
Anchor rows: At least one fully completed row must be present to infer k.
Factors: 2 ≤ k ≤ 12; the two blanks may correspond to the same k OR different ks; ×k allowed AND ÷k allowed (when a given completed row is a larger multiple than the blanked row).
Number ranges: Allow co-prime or “unfriendly” bases; a, b up to 200; largest table entry ≤ 1,000.
Rows: 5 (default).
Requirements: Determine k per blanked row (do not reuse one k blindly); each blank is a single-step scale from some completed row (no multi-row chaining required).
* Hard:
  Blanks: EITHER exactly 3 total OR exactly 2 total with anchorless inference (base row missing/blanked).
Placement: Distributed across rows/columns; allow two in one column and one in the other.
Anchor rows: At least one completed row present; for the anchorless variant, the smallest/base multiple is not given and must be inferred from other rows.
Factors: 2 ≤ k ≤ 20; different ks across blanks are expected; use ×k AND/OR ÷k to propagate values across rows.
Number ranges: Co-prime bases common (e.g., 19:6, 2:17); a, b up to 100; largest table entry ≤ 2,000.
Rows: 5 (default).
Requirements: Multi-step reasoning across the table (e.g., infer k from one row, downscale to base, then upscale to fill another blank); all entries remain whole.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.B
Standard Description: Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Unit Rate Word Problems
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.B+1
Standard Description: Solve real-world problems by finding and applying unit rates—such as unit pricing or constant speed—e.g., mowing 4 lawns in 7 hours → lawns per hour and lawns in 35 hours.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a word problem to find the unit rate in real world context.

Assessment Boundaries:
* - Numbers allowed: positive whole numbers ≤ 50, terminating decimals to hundreds that do not require rounding, and proper or improper fractions with denominators of 2, 3, 4, 6 or 8; exclude negatives, repeating decimals, percents, and irrationals.
- One-step

Common Misconceptions:
* Flip the ratio when finding a unit rate, giving hours per lawn instead of lawns per hour (or vice-versa) and then scaling with the wrong unit.
* Perform unnecessary rounding or convert to percentages/“per cent” form, altering exact values that should stay as whole numbers, decimals to hundredths, or simple fractions.
* Set up the proportion with mismatched units, such as pairing minutes with pitches in the same position of both ratios, leading to cross-products that don’t make sense.
* Treat the situation additively—e.g., assume 5 min → 35 pitches means each extra 5 min adds 35 pitches—rather than using multiplicative scaling with a unit rate.

Difficulty Definitions:
* Easy:
  - Numbers are whole numbers
* Medium:
  - Unit rates are fractions or decimals.
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C
Standard Description: Find a percent of a quantity as a rate per 100 (e.g., \(30\%\) of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Customary System Conversions
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.D+1
Standard Description: Convert rates and measurements within the customary system.

Key Concepts:
*None specified*

Learning Objectives:
* Convert measurements of capacity (fluid ounces, cups, pints, quarts, gallons) from one unit to another using proportions.
* Convert measurements of length (inches, feet, yards, miles) from one unit to another using proportions.
* Convert measurements of time (seconds, minutes, hours, days) from one unit to another using proportions.
* Convert measurements of weight (ounces, pounds, tons) from one unit to another using proportions.

Assessment Boundaries:
* - Numbers must be positive whole numbers or terminating decimals to the hundredths; no fractions, negatives, mixed numbers, surds, or scientific notation.
- Conversions require one step multiply/divide steps using ONLY these standard factors: 12 in = 1 ft, 3 ft = 1 yd, 5280 ft = 1 mi, 16 oz = 1 lb, 2000 lb = 1 ton, 8 fl oz = 1 c, 2 c = 1 pt, 2 pt = 1 qt, 4 qt = 1 gal, 60 sec = 1 min, 60 min = 1 hr, 24 hr = 1 day.  
- One step conversions ONLY
- No word problems.
- Decimals lead to simple math

Common Misconceptions:
* Compare numbers without attending to units, assuming the larger numeral always represents the larger measurement regardless of its unit
* Mix up equivalent‐unit pairs or skip a link in a chain, such as jumping from gallons straight to pints without accounting for quarts
* Treating the conversion factor as additive instead of multiplicative, e.g., thinking 6 gallons is "6 + 4" quarts rather than 6 × 4 quarts

Difficulty Definitions:
* Easy:
  - Whole numbers
* Medium:
  - May include terminating decimals
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Metric System Conversions
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.D+2
Standard Description: Use ratios to convert rates and measurements within the metric system.

Key Concepts:
*None specified*

Learning Objectives:
* Convert metric rates (e.g., km/hour to m/second) using ratios.
* Convert metric units of length (e.g., meters to centimeters, kilometers to meters, centimeters to millimeters) using proportions.
* Convert metric units of mass (e.g., grams to kilograms, milligrams to grams) using proportions.
* Convert metric units of volume (e.g., liters to milliliters, kiloliters to liters) using proportions.

Assessment Boundaries:
* - Units strictly limited to metric 
- Conversions use single-power-of-10 factors (×÷ 10, 100, 1000) and one step; no negative numbers, no scientific notation, no fractional conversion factors.  
- Values confined to positive whole numbers ≤ 10,000 or terminating decimals with ≤ 2 decimal places; no mixed numbers, repeating decimals, or numbers that require calculators beyond basic 4-function operations.  
- Conversions limited to ONLY these: 1 centimeter (cm)=10 millimeters (mm), 1 meter (m)=100 cm, 1 kilometer (km)=1,000 m, 1 kilogram (kg)=1,000grams (g), 1 liter (L)=1,000 milliliters (mL)

Common Misconceptions:
* Chains multiple conversions (cm → m → km) instead of using the single required step, compounding errors
* Moves the decimal an incorrect number of places (e.g., one place instead of three for ×1,000) because place-value shifts with powers of ten are insecure
* Reverses the operation—divides by 10/100/1000 when going from a larger unit to a smaller one, or multiplies when going the opposite way
* Thinks the shorter-looking unit symbol (cm, mm, mL) must be the larger measurement, so sets up ratios backward

Difficulty Definitions:
* Easy:
  Whole numbers
* Medium:
  decimals
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 5
Unit Name: Ratios and Rates
Cluster ID: CCSS.MATH.CONTENT.6.RP.A
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Unit Conversion Proportions
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.D+4
Standard Description: Determine which proportion to use to convert from one unit to another.

Key Concepts:
*None specified*

Learning Objectives:
* Determine which proportion to use to convert from one unit to another.

Assessment Boundaries:
* -Stem: “Which proportion could you use to convert <number and unit> to <unit>?”
-Conversions must stay within one system (customary→customary, metric→metric).
-Decimals allowed up to the hundredths place.
-Customary given value ≤ 10; metric given value ≤ 1,000.
-Answer options must be a proportion in LaTeX of the form
$\frac{\text{number unit}}{\text{number unit}}=\frac{\text{number unit}}{\text{number unit}}$
-Use “?” for the unknown.
-Typesetting: units must be upright with \mathrm{} and separated from the number by a space; no italic units.
OK: $\frac{4\ \mathrm{quarts}}{1\ \mathrm{gallon}}=\frac{?\ \mathrm{quarts}}{6.3\ \mathrm{gallons}}$
NOT OK: $\frac{1{,}000\ m}{1\ km}=\frac{867.23\ m}{?\ km}$

Common Misconceptions:
* Misplacing the decimal when metric prefixes involve powers of ten, leading to answers off by factors of 10, 100, or 1,000
* Mixing different units in one ratio, such as writing 8 km/1 m = x m/1 km
* Reversing the conversion factor, e.g., setting up 1 km/1,000 m instead of 1,000 m/1 km when converting kilometers to meters
* Treating the proportion additively (adding conversion numbers) rather than multiplicatively

Difficulty Definitions:
* Easy:
  The number being converted is a whole number.
* Medium:
  The number being converted is a decimal.
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 6
Unit Name: Percents
Cluster ID: CCSS.MATH.CONTENT.6.RP.A+1
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Percents, Decimals, and Fractions
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C+1
Standard Description: Convert between fractions, decimals and percents.

Key Concepts:
*None specified*

Learning Objectives:
* Convert a decimal to its fractional form in simplest terms.
* Convert a decimal to its percent form.
* Convert a fraction to its decimal form.
* Convert a fraction to its percent form.
* Convert a percentage to its decimal form.
* Convert a percentage to its fractional form in simplest terms.

Assessment Boundaries:
* - Only positive rational numbers between 0 and 1 inclusive (0 %–100 %) 
- Percent values limited to numbers 0 %–100 %; no percents >100 % or <0 %  
- Fractions limited to proper fractions whose simplified denominators are 2, 4, 5, 10, 20, 25, 50, 100; no improper fractions or mixed numbers  
- Decimals limited to terminating decimals with ≤3 decimal places (tenths, hundredths, thousandths place); no repeating or non-terminating decimals  
- All fraction answers in simplest form; decimal answers exact to hundredths; percent answers include the % symbol
- No real-world context

Common Misconceptions:
* - Incorrectly placing decimal points when converting fractions to decimals through division
* - Mixing up the conversion process by treating percentages as whole numbers instead of parts of 100
* Confusing decimal place values when converting percentages to decimals by moving the decimal point in the wrong direction or wrong number of places

Difficulty Definitions:
* Easy:
  - The provided percent is a multiple of 5, OR
  - The answer is a percent that is a multiple of 5
* Medium:
  - The provided percent or answer as a percent is NOT multiple of 5, AND
  - The provided percent or answer as a percent is an integer
* Hard:
  - The provided percent or answer as a percent has a decimal up to the tenths place

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 6
Unit Name: Percents
Cluster ID: CCSS.MATH.CONTENT.6.RP.A+1
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Percent Word Problems
Lesson Order: 42.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C+2
Standard Description: Solve percent word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate a specified percent of a given whole number in a word problem.
* Determine the original whole number when given an integer part and the percent in a word problem.
* Identify the percent when given an integer part and its whole in a word problem.

Assessment Boundaries:
* - Must be word problems with real-world context
- All numbers positive rational values within: whole numbers ≤ 1,000
- Percents limited to 0 < percent ≤ 100, expressed as whole numbers; no percents > 100, fractional or negative  
- No multistep problems.
- The part divided by the whole as a fraction has a simplified denominator that is a factor of 100: 2, 4, 5, 10, 20, 25, 50, 100, OR the whole is a multiple of 100

Common Misconceptions:
* - Confusing which number represents the part versus the whole when setting up percent equations (e.g., thinking 4 is the whole when "4 is 16% of what number")
* Confusing which number represents the part versus the whole when setting up percent equations (e.g., thinking 4 is the whole when "4 is 16% of what number")
* Misidentifying what the question is asking for when given multiple numbers, such as finding the percent instead of the whole or finding the part instead of the percent
* Setting up proportions backwards by placing the percent in the wrong position relative to the part and whole

Difficulty Definitions:
* Easy:
  - Percent is multiple of 10 (e.g., 10%, 20%, 30%, etc.)
* Medium:
  - Percent ends in 5 (e.g., 15%, 25%, etc.)
* Hard:
  - Percent is not a multiple of 5 or 10 (e.g., 13%, 28%, etc.)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 6
Unit Name: Percents
Cluster ID: CCSS.MATH.CONTENT.6.RP.A+1
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Percent Problems: Finding the Percent
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C+3
Standard Description: Find the percent given the part and the whole.

Key Concepts:
*None specified*

Learning Objectives:
* Find the percent given the part and the whole.

Assessment Boundaries:
* - No word problems.
- Only whole number percents.
- The part divided by the whole as a fraction has a simplified denominator that is a factor of 100: 2, 4, 5, 10, 20, 25, 50, 100
- The question must be exactly: "What percent of [total] is [part]?" 
- There must be a percent sign after the blank: <blank>%

Common Misconceptions:
* - Students confuse the part and whole, incorrectly using the given part as the denominator instead of the whole when setting up the fraction
* - Students forget to multiply by 100 to convert the decimal to a percentage, leaving their answer as a decimal
* - Students incorrectly set up the proportion by placing the part over the percent instead of the part over the whole
* - Students mix up which number represents the "part" versus the "whole" when the part is larger than expected relative to the whole

Difficulty Definitions:
* Easy:
  - The part and whole are 25 or less.
  - No simplification needed
* Medium:
  - The part and/or whole are between 25 and 100.
  - No simplification needed
* Hard:
  - The part and whole as a fraction need to be simplified first before finding the equivalent fraction with a denominator of 100
  - Requires simplification before converting to percent

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 6
Unit Name: Percents
Cluster ID: CCSS.MATH.CONTENT.6.RP.A+1
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Percent Problems: Finding the Part
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C+4
Standard Description: Find the percent given the part and the whole.

Key Concepts:
*None specified*

Learning Objectives:
* Find a part given the percent and the whole.

Assessment Boundaries:
* - No word problems.
- Only whole number percents.
- The answer must be a whole number
- If the total is greater than 100, it is a multiple of 10
- The total is not greater than 100,000
- The question must be: "What is [percent] of [total]?"

Common Misconceptions:
* - Students confuse the percent with the decimal form and multiply by the percent number directly instead of converting to decimal (e.g., calculating 28 × 900 instead of 0.28 × 900)
* - Students forget to convert the fraction form back to a decimal when calculating, attempting to multiply whole numbers by fractions like 28/100 without simplifying
* - Students incorrectly set up the proportion by placing the percent in the wrong position, such as writing 28/100 = 900/x instead of 28/100 = x/900
* - Students mix up which value represents the "whole" versus the "part" when the percent is given, leading to incorrect equation setup

Difficulty Definitions:
* Easy:
  - The percent is a multiple of 5, and the part and whole are 25 or less.
* Medium:
  - The percent is a multiple of 5, and the part and/or whole are between 25 and 100.
* Hard:
  - The percent is a number other than a mutliple of 5, OR 
  - The percent is a multiple of 5 and the part and/or whole are greater than 100

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 6
Unit Name: Percents
Cluster ID: CCSS.MATH.CONTENT.6.RP.A+1
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Percent Problems: Finding the Whole
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C+5
Standard Description: Find the whole given a part and a percent.

Key Concepts:
*None specified*

Learning Objectives:
* Find the whole given a part and a percent with the phrasing "[part] is [percent] of what number?"
* Find the whole given a part and a percent with the phrasing "[percent] of <blank> = [part]"

Assessment Boundaries:
* - No word problems. 
- Only whole number percents that are multiples of 5 
- Maximum number is 100,000 
- Question stems must not include algebraic equations; write them verbally (e.g., '210 is 20% of what number?') rather than '20% × x = 210'
-Use a single, canonical stem template: “<value> is <percent>% of what number?”
-Do not use alternate phrasings such as “has <value> as <percent>% of it,” “such that…,” “gives…,” or “when <percent>% is taken.”
-Do not use pronouns to refer to the unknown (avoid “of it”); explicitly say “what number.”
-Keep stems declarative, not comparative or conditional (avoid “which number…,” “what whole number…,” etc.).
-Use numerals for all given values and percents (e.g., “36 is 15% of what number?”).

Common Misconceptions:
* - Students confuse which number represents the part versus the whole, incorrectly identifying the given number as the whole rather than the part
* - Students forget to convert the percent to a decimal or fraction before calculating, attempting to work directly with the percent value
* - Students multiply the part by the percent instead of dividing, thinking 4 × 16 = 64 when finding what number 4 is 16% of
* - Students set up the proportion incorrectly by placing the part and percent in the wrong positions in the equation part/whole = percent/100

Difficulty Definitions:
* Easy:
  - The percent is 50 or 100
* Medium:
  - The percent is a multiple of 5 (but not 50 or 100) AND
  - Numbers less than 200
* Hard:
  - The percent is a multiple of 5 (but not 50 or 100) AND
  - Numbers greater than 200

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 6
Unit Name: Percents
Cluster ID: CCSS.MATH.CONTENT.6.RP.A+1
Cluster Name: Understand ratio concepts and use ratio reasoning to solve problems.
Lesson Name: Percent of Numbers Word Problems
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.6.RP.A.3.C+6
Standard Description: Solve a word problem asking to find a percent of a number.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a real world problem involving taking a percent of a number.

Assessment Boundaries:
* - Percents are less than 100
- If the total is greater than 100, it is a multiple of 10
- The total is not greater than 100,000

Common Misconceptions:
* Student may make a decimal placement error.
* Student may make a miscalculation.
* Student may make a place value error.

Difficulty Definitions:
* Easy:
  - The percent is a multiple of 5 and the total is less than or equal to 100
* Medium:
  - The percent is a multiple of 5 and the total is greater than 100
* Hard:
  - The number is any percent less than 100 that is not a multiple of 5

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Translating Verbal Expressions
Lesson Order: 43.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+1
Standard Description: Translate between verbal descriptions and expressions.

Key Concepts:
*None specified*

Learning Objectives:
* Translate a verbal description to an equation.
* Translate a verbal description to an expression.
* Translate an equation to a verbal description.
* Translate an expression to a verbal description.

Assessment Boundaries:
* - limited to the four operations

Common Misconceptions:
* - Incorrectly grouping terms when multiple operations are present, writing 15 + 2n - 5 instead of 15 + (2n - 5) for compound expressions
* - Translating "more than" or "less than" by placing numbers in the wrong positions relative to the variable
* Confusing the order of operations when translating "less than" phrases, writing x - 5 instead of 5 - x for "5 less than x"
* Misinterpreting "the product of" by adding instead of multiplying, writing 4 + x instead of 4x for "the product of 4 and x"

Difficulty Definitions:
* Easy:
  - Direct translation of simple phrases with one operation and one variable
* Medium:
  - Phrases with two operations, order matters, or includes "less than"/"more than" constructions.
* Hard:
  - N/A.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Writing Expressions: Word Problems
Lesson Order: 44.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.A+2
Standard Description: Write expressions that record operations with numbers and variables from word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Translate a single-step phrase from a word problem

Assessment Boundaries:
* - Must be word problems with real-world context
- Only the four basic operations (addition, subtraction, division, multiplication)
- No fractions, decimals, or negative numbers  
- Only one distinct variable letter per expression; letters represent unknown numbers (avoid x for ×)  
- One level of parentheses permitted for grouping; no nested parentheses, brackets, or braces  
- Tasks focus solely on writing expressions (no equal signs, equations, evaluation, or simplification)  
- Context limited to straightforward verbal statements of additive, subtractive, multiplicative, or divisive relationships; no specialized formulas, geometry, rates, or percentages  
- One step only

Common Misconceptions:
* Adding instead of multiplying when the context describes equal groups (e.g., 8 + g instead of 8g)
* Inserting an equal sign or a numeric result, turning the prompt into an equation rather than just an expression
* Reversing the order in “from” or “divided into” situations (e.g., writing y − 5 instead of 5 − y)
* Using the letter x both as a variable and as a multiplication symbol, causing ambiguity

Difficulty Definitions:
* Easy:
  - MCQ
* Medium:
  Text entry
* Hard:
  N/a

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Expression Components
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.B+1
Standard Description: Identify the parts of an expression using precise mathematical terms—sum, term, product, factor, quotient, and coefficient—and regard one or more parts of the expression as a single entity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze expressions by identifying which parts can be recognized as products or sums of simpler expressions.
* Identify a number or expression that is a factor within an algebraic expression, including any grouped factors in parentheses.
* Identify and list all terms in an algebraic sum or difference
* Identify changes in expressions that modify or affect components like terms and coefficients.
* Identify the coefficient(s) of variable term(s) in an algebraic expression.

Assessment Boundaries:
* - Expressions contain only positive whole-number constants 0–100 and one lowercase variable (x, y, a, or b); no more than one distinct variable per expression  
- Allowed operations: addition (+), multiplication (×, ·, or parentheses), and division (÷ or /); 
- Negative numbers are excluded  
- Parentheses may appear once to group a single sum used as a factor (e.g., 4(3 + x)); no nested or multiple grouping symbols  
- Sums have ≤ 4 terms; products have ≤ 3 factors; quotients consist of exactly one numerator and one denominator  
- All numerical values (constants, coefficients, factors, divisors) are 1–12, and any intermediate value within an expression does not exceed 100  
- No fractions, decimals, mixed numbers, radicals, absolute values, inequalities, equations, function notation, or variables in denominators  
- Vocabulary assessed is restricted to: sum, term, product, factor, quotient, coefficient; no other algebraic terminology appears  
- Tasks require only identifying, matching, or selecting these parts or treating a grouped part as a single entity; no rewriting, simplifying, evaluating, or solving  
- Items are purely symbolic; real-world contexts, word problems, visuals, and manipulatives are excluded

Common Misconceptions:
* - Confusing sum and product by incorrectly labeling multiplication expressions as sums or addition expressions as products
* - Confusing sum and product by incorrectly labeling multiplication expressions as sums or addition expressions as products
- Treating parentheses as separate terms rather than viewing grouped expressions like "(8 + 7)" as a single entity that can also be analyzed as having multiple parts
- Confusing coefficient with the entire term by identifying "2x³" as the coefficient instead of recognizing that "2" is the coefficient of the term "2x³"
 - Misidentifying factors in expressions by calling individual numbers or variables factors instead of recognizing that factors are the parts being multiplied together
* - Misidentifying factors in expressions by calling individual numbers or variables factors instead of recognizing that factors are the parts being multiplied together
* - Treating parentheses as separate terms rather than viewing grouped expressions like "(8 + 7)" as a single entity that can also be analyzed as having multiple parts

Difficulty Definitions:
* Easy:
  - Expression contains exactly one operation (+, ×, or ÷) and no parentheses
* Medium:
  - Expression includes two operations or a single set of parentheses
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Algebraic Expression Evaluation with Multiple Variables
Lesson Order: 49.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.C+2
Standard Description: Accurately evaluate algebraic expressions by substituting integer and fractional values for variables. Include expressions that arise from formulas used in real-world problems.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a four-variable expression after substituting a value.
* Evaluate a three-variable expression after substituting a value.
* Evaluate a two-variable expression after substituting a value.
* Explain the reason behind the order of operations rules and how they ensure consistency in evaluating expressions.

Assessment Boundaries:
* - Positive whole numbers only  
- Whole-number exponents 0–4 applied only to single variables  
- Operations restricted to addition, subtraction, multiplication, division, and exponentiation; no roots, absolute values, factorials, or non-whole exponents  
- Expressions contain at most five total terms and two levels of parentheses; order of operations is conventional  
- Up to four distinct letter variables, each representing one numeric value; any variable may appear no more than once in the same expression  
- Tasks require only substitution and numerical computation; no rewriting, simplifying, combining like terms, or solving for unknowns  
- All problems should be able to be done by 6th graders without a calculator
- No real world
- All numbers and coefficients used are single digits.

Common Misconceptions:
* Doing operations strictly left-to-right and adding or multiplying before completing any exponents (ignoring PEMDAS).
* Dropping a coefficient or miscomputing arithmetic when the substituted number sits inside nested parentheses, leading to an incorrect final value.
* Squaring or cubing the coefficient along with the variable, e.g., treating 3x² with x = 2 as (3·2)² = 36 instead of 3·(2²) = 12.
* Substituting the given number for a variable in only one occurrence and overlooking the same variable later in the expression.

Difficulty Definitions:
* Easy:
  - Two variables
  - Two operations maximum, no parentheses or exponents
* Medium:
  - Up to three variables
  - Up to three operations with one set of parentheses OR one exponent (0–3)
  - Requires order of operations
* Hard:
  - Up to four variables

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Evaluating Formulas
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.C+3
Standard Description: Solve real-world problems by evaluating given formulas or equations.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a one-variable formula/equation after substituting a value.
* Evaluate a two-variable formula/equation after substituting a value.

Assessment Boundaries:
* - Must be real-world context
- Positive numbers  
- Proper or improper fractions with denominators 2–12 and absolute values ≤ 20  
- Terminating decimals with up to three decimal places and absolute values ≤ 20  
- Whole-number exponents 0–3 applied only to single variables or numeric bases (e.g., x³, 2²)  
- Operations restricted to addition, subtraction, multiplication, division, and exponentiation; no roots, absolute values, factorials, or non-whole exponents  
- Expressions contain at most five total terms and two levels of parentheses; order of operations is conventional  
- Up to three distinct letter variables, each representing one numeric value; any variable may appear no more than once in the same expression  
- Real-world formulas limited to grade-appropriate contexts 
- Tasks require only substitution and numerical computation; no rewriting, simplifying, combining like terms, or solving for unknowns  
- All problems should be able to be done by 6th graders without a calculator
- Embed the numerical value(s) in the narrative, never as “when s = 7” or “What is C when…”.
    - Do say: “Each side of the quilt is 7 inches long. What is the perimeter of the quilt?”
    - Don’t say: “What is P when s = 7?”
- Ask for the real-world quantity, not the symbol.
     - Do ask: “What is the perimeter of the quilt?”
     - Don’t ask: “Find P.”

Common Misconceptions:
* - Confusing the formula variables with the actual numerical values when substituting
* - Forgetting to perform the arithmetic operation after substituting the given value into the expression
* - Incorrectly applying order of operations when evaluating expressions with exponents
* - Mixing up which variable represents which measurement in real-world formulas

Difficulty Definitions:
* Easy:
  - Simple formulas with 1-2 operations using whole-number inputs 
  - Basic order of operations (parentheses, then one other operation)
  - Whole-number answers
* Medium:
  - Formulas with 2-3 operations or simple exponents (x², x³)
  - Requires careful order of operations; whole-number or simple decimal answers
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Evaluating Expressions
Lesson Order: 47.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.C+4
Standard Description: Evaluate numerical expressions with whole numbers by substituting numbers in for variables.

Key Concepts:
*None specified*

Learning Objectives:
* Given one step expression with a single variable, plug in a given value for the variable.

Assessment Boundaries:
* - All expressions are limited to one or two steps.
- Only whole number coefficients, numbers and answers allowed.
- Numbers less than 1,000

Common Misconceptions:
* Attempting to evaluate while the variable letter is still in the expression, never substituting the number
* Reading c + (19 ÷ 4) as (c + 19) ÷ 4, so they add before dividing
* Treating s³ with s = 2 as 2 × 3 = 6, confusing exponentiation with multiplication
* Writing 5c with c = 3 as 53 instead of 5 × 3

Difficulty Definitions:
* Easy:
  - One operation 
  - All numbers in expression less than 100
* Medium:
  - One operation 
  - At least one number is greater than or equal to 100
* Hard:
  - Two operations

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Evaluating Expressions with Fractions and Decimals
Lesson Order: 48.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.2.C+5
Standard Description: Evaluate numerical expressions with fractions or decimals by substituting numbers in for variables.

Key Concepts:
*None specified*

Learning Objectives:
* Given a two step expression with a single variable, plug in a given decimal for the variable.
* Given a two step expression with a single variable, plug in a given fraction for the variable.
* Given one step expression with a single variable, plug in a given decimal for the variable.
* Given one step expression with a single variable, plug in a given fraction for the variable.

Assessment Boundaries:
* - All expressions are limited to one or two steps.
- Fractions may be used but must be simplified and in mixed number or proper fraction form.
- Decimals may be used but must not exceed three numbers past the decimal. 
- Problems either have to only use fractions or only use decimals, they cannot be mixed.

Common Misconceptions:
* Adding or subtracting fractions by combining numerators and denominators directly instead of finding a common denominator
* Ignoring the order of operations and performing addition or subtraction before required multiplication, division, or exponents
* Substituting the number for the variable correctly but then failing to apply the exponent to that number (e.g., treating s³ as s × 3)
* Switching from fractions to decimals mid-calculation and introducing rounding or place-value errors

Difficulty Definitions:
* Easy:
  - Fractions have the same denominator 
  - Decimal to the tenths place only 
  - One step
* Medium:
  - Fractions do not have the same denominator 
  - Decimal to the hundredths place
  - One step
* Hard:
  - Two step

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Multiplying with the Distributive Property
Lesson Order: 52.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.3+1
Standard Description: Multiply using the distributive property.

Key Concepts:
*None specified*

Learning Objectives:
* Create and solve equations using the distributive property to verify the equivalency of expressions.
* Identify the coefficients and terms in an expression before and after applying the distributive property.
* The multiplication of a positive number by a binomial that contains one integer term and one single-variable term.

Assessment Boundaries:
* - Expressions are limited to the forms a(b + x) or (b + x)a  
- Exactly one variable symbol (single lowercase letter) appears and is to the first power only.  
- No factoring, only distributing
- Positive numbers only 
- Decimals in question only to the tenths place, and if answer requires decimal, it is to hundredths place max

Common Misconceptions:
* - Forgetting to multiply the coefficient by both the number and the variable when distributing (e.g., writing 3(2 + 4x) = 6 + 4x instead of 6 + 12x)
* Adding the number outside the parentheses to each term inside instead of multiplying (e.g., writing 3(2 + x) = 5 + 4x instead of 6 + 3x)
* Distributing incorrectly with decimal coefficients by treating them as whole numbers (e.g., writing 1.1(3.1 + 2r) = 4.2 + 3.1r instead of 3.41 + 2.2r)
* Multiplying only the first term inside the parentheses while leaving the second term unchanged (e.g., writing 3(2 + x) = 6 + x instead of 6 + 3x)

Difficulty Definitions:
* Easy:
  - Only whole numbers
  - Form of a(b + x)
* Medium:
  - Includes decimal numbers, AND/OR
  - Form of (b+x)a
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Factoring with the Distributive Property
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.3+2
Standard Description: Factor variable expressions using the distributive property.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the process of identifying the greatest common factor in an algebraic expression and how it aids in the application of the distributive property.
* Factor a numerical greatest common factor from a two-term expression that contains one shared variable.

Assessment Boundaries:
* - Expressions are limited to exactly two terms in the form ax+b, where x is any letter variable, and a and b are nonzero positive numbers.
- Single lowercase variable appears once per term with exponent 1; no additional variables or powers.  
- Coefficients are non-zero 
- No more than two addends
- No exponents
- No solving equations, numeric evaluation, or operations beyond the stated factoring.
- No negative numbers
- Question instructions MUST say: "Factor the expression using the greatest common factor (GCF)."

Common Misconceptions:
* Dropping the variable when only the constant is factored, e.g., 24d + 42 → 6(4 + 7)
* Factoring out the variable even when it is not common to both terms, e.g., treating 24d + 42 as d(24 + 42/d)
* Pulling out a smaller shared factor instead of the greatest one and stopping, e.g., 24d + 42 → 2(12d + 21)
* Rewriting the expression as two separate addends instead of one factored product, e.g., 25u + 45 → 5u + 9u

Difficulty Definitions:
* Easy:
  - All coefficients single-digit positive; both terms positive  
  - The GCF equals the first term’s coefficient or the second term's constant
* Medium:
  - GCF is neither the coefficient nor the constant  (e.g., 24x + 18)
* Hard:
  N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Combining Like Terms
Lesson Order: 54.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.3+3
Standard Description: Add and subtract like terms.

Key Concepts:
*None specified*

Learning Objectives:
* Combine like terms to simplify an expression.

Assessment Boundaries:
* - Expressions only; no equations, inequalities, or contextual word problems  
- Up to 5 terms separated solely by “+” or “–” (no parentheses, multiplication, or division symbols)  
- Variables limited to at most two distinct lowercase letters 
- Each term = numeric coefficient × single variable^n where n = 1, 2 or 3; no fractional/negative exponents  
- Coefficients and constants are integers
- Like terms share identical variable(s) and exponent; only these may be combined  
- The answer cannot have any negative constants or coefficients

Common Misconceptions:
* Dropping or misreading a minus sign, leading to incorrect addition of coefficients (e.g., 7m – 5m → 12m).
* Multiplying or otherwise altering coefficients instead of simply adding/subtracting them (e.g., 2k + k → 2k² or 3k²)
* Treating terms with different variables or different exponents as like terms and combining them (e.g., adding 3x and 4x²).
* Trying to combine constants with variable terms because both contain numbers (e.g., 6 + 2y → 8y).

Difficulty Definitions:
* Easy:
  - Answer must only be monomial
  - Single variable 
  - 2-3 terms in the question
  - One like-term group to combine
  - No constants
  - No exponents
* Medium:
  - Answer MUST only be monomial or binomial
  - Single variable
  - Up to 4 terms 
  - One like-term group, may include both variable terms and constants
  - Exponents up to 3
* Hard:
  - 4 terms in the question and trinomial answer OR
  - 5 terms in the question 
  - One or two variables

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Variable Expression Word Problems
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.3+4
Standard Description: Solve word problems involving evaluating expressions for a given variable.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems involving evaluating expressions for a given variable.

Assessment Boundaries:
* Situational word problem provides an expression.
Students must substitute given values for the variables in the expression.
Students then perform the operations to compute the result.
Answers should be written as a whole number or decimal.
Problems may involve one or more steps, but all numbers are provided (no solving for unknown variables in reverse).
No more than two variables
Problems are always finding the dependent variable.

Common Misconceptions:
* Misapply order of operations after substitution, such as adding before multiplying or dropping parentheses in expressions like 1/2 bh
* Stop at a partially numeric expression (12a + 8c with a = 2, c = 4) instead of completing the arithmetic to give a single number
* Substitute the given value into the wrong place or not at all, e.g., replacing v in 24v with the distance instead of the number of boxes
* Treat a coefficient as an addend (24v → 24 + v) or forget to multiply by it after substitution

Difficulty Definitions:
* Easy:
  - Direct substitution into a simple linear expression with only one operation type 
  - Small, whole-number values.
* Medium:
  - Substitution into a formula involving two variables or mixed operations
* Hard:
  - Substitution into a formula involving fractions or decimals

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Applying Algebraic Properties
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.3+5
Standard Description: Identify properties of addition and multiplication.

Key Concepts:
*None specified*

Learning Objectives:
* Identify an example of the associative property of addition.
* Identify an example of the associative property of multiplication.
* Identify an example of the commutataive property of addition.
* Identify an example of the commutataive property of multiplication.
* Identify the identity property of addition.
* Identify the identity property of multiplication.

Assessment Boundaries:
* - Properties are limited to identity, commutative and associative only.
- Numbers are all single digits.

Common Misconceptions:
* Believing the properties apply only to numbers and break down when variables are involved (e.g., insisting x + 4 ≠ 4 + x)
* Claiming 0 is the multiplicative identity or 1 is the additive identity (e.g., 8 × 0 = 8 or 5 + 1 = 5)
* Ignoring parentheses in associative examples and thinking any rearrangement of three terms shows the property even when grouping is unchanged
* Mixing up commutative and associative, assuming changing parentheses is commutative or changing order is associative

Difficulty Definitions:
* Easy:
  - Students are given an equation and asked to choose which property is shown from TWO answer options
* Medium:
  - Students are given an equation and asked to choose which property is shown from THREE answer options
* Hard:
  - Students are given a property and asked to choose which equation shows that property.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.A+1
Cluster Name: Apply and extend previous understandings of arithmetic to algebraic expressions.
Lesson Name: Equivalent Expressions
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.6.EE.A.4+1
Standard Description: Identify when two expressions are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
* Select the expressions that are equivalent to a repeated-addition expression with a variable (e.g. y + y + y = 3y)
* Select the expressions that are equivalent to a single-variable expression with two terms by applying the distributive property to expand one of them.
* Select the expressions that are equivalent to a single-variable expression with two terms by combining like terms.
* Select the expressions that are equivalent to a single-variable expression with two terms by factoring a common coefficient from one of them.
* Select the expressions that are equivalent to an expression when their terms or factors appear in a different order, using the commutative and associative properties.

Assessment Boundaries:
* - No negative numbers, powers, roots, absolute value, or variable–variable products  
- Operations restricted to +, −, ×, and ÷ by a non-zero constant; no exponentiation or division by a variable  
- Parentheses allowed in a single outer factor-times-sum form a(b + c) where a, b, c are positive whole numbers; no nested parentheses  
- After complete simplification, expressions contain at most two like-variable terms and one constant term  
- Equivalence may be shown via distributive property and/or combining like terms only; no factoring beyond removing a numeric GCF and no numeric substitution required
- Question stem always starts with: "Select the expressions that are equivalent to [expression]"  
- Each item asks only whether given expressions are equivalent or which from a list match a target; students never create new expressions, solve equations, or explain reasoning in prose  
- No fractions or decimals are used.

Common Misconceptions:
* Add a constant to a variable term without adjusting its coefficient, e.g., turning 6 + 12x into 7 + 12x instead of 1(6 + 12x)
* Combine unlike variable terms simply because they share a coefficient, such as adding 6h and 5x to get 11h or 11x
* Distribute a factor to only one term inside parentheses, e.g., changing 5(x + h) to 5x + h
* Treat p ÷ 3 as either p – (2/3)p or 3 ÷ p, confusing division with subtraction or inverting the divisor and dividend

Difficulty Definitions:
* Easy:
  - Equivalence found by direct inspection or a single combine‐like‐terms step
  - One variable only.
* Medium:
  - Requires one distributive step and/or combining like terms to simplify each expression
  - One variable only.
* Hard:
  - May have two variables (e.g. Which expressions are equivalent to 6h + 5(x + h)?)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.B
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Determining the Solution Set
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.5+1
Standard Description: Verify whether a given value is a solution to an equation through substitution and evaluation.

Key Concepts:
*None specified*

Learning Objectives:
* Identify solutions that make an equation true.

Assessment Boundaries:
* - One step equation.
- One variable, which can be any letter in the alphabet except l
- Variables must be lower case and italicized
- Equations are written in one of the following forms where x is a variable and a, b are any positive whole numbers:
a + x = b
a - x = b
ax = b
a/x=b (with (a/x) written as a fraction)
b = a + x
b = a - b
b = ax
b = a/x (with (a/x) written as a fraction)
- Solutions are always positive whole numbers
- Problem must ask, "What value of <<the variable>> is a solution to this equation?"
- Multiplication/division includes numbers up to the 10  x 10 times tables.
- Addition/subtraction includes numbers up 40
- Question only has two answer options

Common Misconceptions:
* Apply the inverse operation when substituting (e.g., divide 27 by 3 in 3c = 27) instead of using the given operation to evaluate the statement
* Misinterpret a/x written as a fraction, multiplying by x instead of substituting x into the denominator to perform the division
* Plug the test value into only one side of the equation and assume it works without actually computing both sides to see if they match
* Read a ⋅ x as a + x (or vice-versa), so 3c is treated like 3 + c during substitution

Difficulty Definitions:
* Easy:
  Variable is on the left side of the equation
  - In addition and subtraction equations, numbers less than or equal to 20
  - In multiplication equations, coefficients less than or equal to 5
* Medium:
  Variable is on the right side of the equation
  - In addition and subtraction equations, numbers less than or equal to 20
  - In multiplication equations, coefficients less than or equal to 5
* Hard:
  - Addition/subtraction equations include at least one number that is greater than 20 but less than 40 
  - Division equations include numbers up to the 10  x 10 times tables.
  - Multiplication equations where the coefficient is greater than 5, but less than 10

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.B
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.6+1
Standard Description: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem.

Key Concepts:
*None specified*

Learning Objectives:
* Given an algebraic expression, determine which real-world scenario the expression could be modeling.
* Write an algebraic expression to represent a real-world scenario involving a combination of operations.
* Write an algebraic expression to represent a real-world scenario involving addition.
* Write an algebraic expression to represent a real-world scenario involving division.
* Write an algebraic expression to represent a real-world scenario involving multiplication.
* Write an algebraic expression to represent a real-world scenario involving subtraction.

Assessment Boundaries:
* Assessment is limited to representing numbers as variables and writing simple expressions to solve straightforward, real-world problems without complex algebraic manipulations or solving equations.

Common Misconceptions:
* Some students may think that the use of variables is limited to complex equations, not realizing that simple, real-world situations can also be expressed with variables.
* Students may confuse variables with constants, thinking they are fixed numbers instead of symbols that can represent different numbers.
* Students may struggle with identifying and writing expressions correctly, particularly in distinguishing between coefficients and variables.
* There might be a misunderstanding that a variable can only stand for one particular number, rather than representing a general set of possible numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.B
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.6+2
Standard Description: Understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 7
Unit Name: Algebraic Expressions
Cluster ID: CCSS.MATH.CONTENT.6.EE.B
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.8+2
Standard Description: Write an inequality of the form \(x > c\) or \(x < c\) to represent a constraint or condition in a mathematical problem.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the rationale for choosing a particular inequality type (x > c or x < c) in expressing a mathematical problem.
* Given a real-world scenario with a maximum value constraint, identify the inequality that represents the situation.
* Given a real-world scenario with a minimum value constraint, identify the inequality that represents the situation.

Assessment Boundaries:
* Assessment is limited to writing inequalities of the form x > c or x < c to represent constraints or conditions in straightforward real-world problems, without requiring students to analyze or solve more complex scenarios. Graphical representation or recognition of infinitely many solutions is beyond the scope.
* Limit assessment to writing inequalities of the form x > c or x < c where c is a specific integer, and to simple mathematical problems without extensive contextual setup. Representing or interpreting solutions on a number line is beyond this scope.

Common Misconceptions:
* Learners might struggle with translating a real-world problem into an inequality statement, failing to identify the correct variable and constants involved.
* Students may believe that the inequality sign does not affect the direction or meaning of the statement, leading to inappropriate assumptions about the relationship between variables and constants.
* Students may confuse inequalities with equations, thinking there is only one solution rather than an infinite set of possible solutions that satisfy the inequality condition.
* Students may incorrectly assume that the inequality can be solved like an equation, attempting to find specific numerical solutions rather than representing a range of values.
* Students may misinterpret the inequality symbols (e.g., '<' and '>'), thinking they represent the same relationship as equalities or misunderstanding which side is greater or less.
* Students may struggle with translating real-world problems into inequalities, specifically grasping the idea that inequalities can represent constraints or conditions in scenarios.
* Students may use an equation rather than an inequality, misunderstanding that inequalities express a range of possibilities rather than a single solution.
* Students might think that inequalities only represent larger quantities, thus misinterpreting expressions of the form x < c as errors or unable to exist.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 8
Unit Name: Equations in One Variable
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+1
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Solving Addition and Subtraction Equations
Lesson Order: 56.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.7+1
Standard Description: Solve one-step addition and subtraction equations.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a one-step addition equation.
* Solve a one-step subtraction equation.

Assessment Boundaries:
* - Only one operation per equation; no multi-step expressions, parentheses, or combined terms  
- No negatives
- Exactly one single-letter variable with implied coefficient 1; no other variables or coefficients  
- Solutions require a single inverse addition or subtraction step; no checking solutions, no justification required  
- No real world context

Common Misconceptions:
* Adding the same number to both sides instead of subtracting to isolate the variable (e.g., solving v + 2 = 20 by adding 2 to both sides to get v + 4 = 22)
* Forgetting to perform the same operation on both sides of the equation and only operating on one side
* Misunderstanding that the goal is to get the variable alone and instead trying to solve for the number being added or subtracted
* Performing the wrong inverse operation by adding when they should subtract or subtracting when they should add (e.g., solving y - 481 = 479 by subtracting 481 from both sides instead of adding)

Difficulty Definitions:
* Easy:
  - Variable on the left side of the equal sign
  - Whole numbers 1-50
* Medium:
  - Variable on either side of the equal sign
  - Whole numbers 51-100
* Hard:
  - Variable on either side of the equal sign  
  - Whole numbers greater than 100, simple fractions (denominators 2-10), or decimals (tenths/hundredths)

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 8
Unit Name: Equations in One Variable
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+1
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Writing Addition and Subtraction Equations
Lesson Order: 57.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.7+2
Standard Description: Write one-variable addition or subtraction equations from word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Given a word problem that requires addition, write a one-variable equation.
* Given a word problem that requires subtraction, write a one-variable equation.
* Select a diagram (from 2 answer options) that models the word problem story
* Select the equation (from 2 answer options) that models the word problem story
* Solve equations of the form x + p = q and interpret the solution in the context of a given mathematical problem.

Assessment Boundaries:
* - Assessment is restricted to writing (not solving) a single one-step addition or subtraction equation that models a word-problem context.  
- Whole numbers less than 100

Common Misconceptions:
* Assign the variable to the wrong quantity, such as letting t stand for tickets left instead of total tickets available
* Place both known numbers on opposite sides, creating an equation like 87 + 45 = m instead of m + 45 = 87
* Switch the meaning of “total” and “part,” producing an equation like 396 – 192 = a when the relationship is actually 192 + a = 396
* Use subtraction when the situation calls for addition (or vice-versa), e.g., writing m – 45 = 87 for a “part + part = whole” context

Difficulty Definitions:
* Easy:
  - Diagram provided, or
  - 2 answer options
* Medium:
  - No diagram provided
  - 4 answer options
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 8
Unit Name: Equations in One Variable
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+1
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Solving Multiplication and Division Equations
Lesson Order: 58.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.7+3
Standard Description: Solve one-step multiplication and division equations.

Key Concepts:
*None specified*

Learning Objectives:
* Solve a one-step division equation.
* Solve a one-step multiplication equation.

Assessment Boundaries:
* - Exactly one operation per equation (multiplication or division); no mixed or multi-step equations  
- Variables limited to a single lowercase letter (e.g., x, n, r); no symbols (□, ?), Greek letters, or multiple variables  
- Multiplication shown by adjacency (3x), division shown by fraction bar; no other notation  
- Coefficient or divisor p within 1–100; 
- Exclude negatives
- No requirement to show solution steps, justify reasoning, graph, check, or use technology; single unknown solved numerically  
- No parentheses

Common Misconceptions:
* - Multiplying both sides of the equation instead of dividing when solving division equations like n/8 = 17
* Confusing which operation to use as the inverse, such as adding instead of dividing or subtracting instead of multiplying
* Dividing both sides of the equation instead of multiplying when solving multiplication equations like 3r = 768
* Performing the inverse operation on only one side of the equation rather than maintaining equality by doing the same operation to both sides

Difficulty Definitions:
* Easy:
  - Abstract equation already written as px = q or x ÷ p = q, p ≤ 12 and all values ≤ 100, variable on left  
  - Straightforward single-digit computation
* Medium:
  - Equation appears as q = px or x/p = q 
  - two-digit multiplication resulting in values > 100.
  - Requires two-digit by one-digit division OR two-digit by two-digit with no remainder.
* Hard:
  - May use simple fractions or decimals
  - Requires long division that doesn't divide evenly (remainder becomes decimal/fraction).
  - May require multi-digit multiplication or long division to solve.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 8
Unit Name: Equations in One Variable
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+1
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Writing Multiplication and Division Equations
Lesson Order: 59.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.7+4
Standard Description: Write one-step multiplication and division equations from word problems.

Key Concepts:
*None specified*

Learning Objectives:
* Select a diagram (from 2 answer options) that models the word problem story
* Select the equation (from 2 answer options) that models the word problem story
* Write a division equation where the variable stands for the dividend (total) when the divisor and the quotient are known.
* Write a division equation where the variable stands for the divisor (size of each group) when the dividend and the quotient are known.
* Write a division equation where the variable stands for the quotient (number of equal groups) when the dividend and the divisor are known.
* Write a multiplication equation where the variable stands for a missing factor when the other factor and the total are known.
* Write a multiplication equation where the variable stands for the total (product) when both factors are known.

Assessment Boundaries:
* - Assessment is restricted to writing (not solving) a single one-step multiplication or division equation that models a word-problem context.  
- Coefficients and constants (p, q) must be non-negative rational numbers limited to:  
  • whole numbers 0–100

Common Misconceptions:
* Drop the variable entirely and write only a numerical statement (350 = 25 × ___) instead of an algebraic equation with a symbol for the unknown
* Put the unknown in the denominator or as the divisor (h ÷ 12 = 432) rather than as the factor being multiplied (12h = 432)
* Reverse the equation order so the constant multiplies the known number (432 = h12) or swap sides inconsistently, showing uncertainty about equality
* Treat a repeated‐addition situation as single addition (writing c = 32 + 3 instead of c = 32 × 3)

Difficulty Definitions:
* Easy:
  - Diagram provided, or
  - 2 answer options
* Medium:
  - No diagram provided
  - 4 answer options
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 8
Unit Name: Equations in One Variable
Cluster ID: CCSS.MATH.CONTENT.6.EE.B+1
Cluster Name: Reason about and solve one-variable equations and inequalities.
Lesson Name: Writing and Solving One Step Equations
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.6.EE.B.7+5
Standard Description: Solve word problems involving real-world one-step equations.

Key Concepts:
*None specified*

Learning Objectives:
* Select the correct equation that represents a real-world problem (correct equation is addition)
* Select the correct equation that represents a real-world problem (correct equation is division)
* Select the correct equation that represents a real-world problem (correct equation is multiplication)
* Select the correct equation that represents a real-world problem (correct equation is subtraction)
* Solve real-world problems by solving a one-step addition equation where p and q are rational numbers.
* Solve real-world problems by solving a one-step division equation where p and q are rational numbers.
* Solve real-world problems by solving a one-step multiplication equation where p and q are rational numbers.
* Solve real-world problems by solving a one-step subtraction equation where p and q are rational numbers.

Assessment Boundaries:
* - Questions require student to select and/or solve equations to match a word problem
- Coefficients and constants (p, q) must be non-negative rational numbers limited to:  
  • whole numbers 0–1,000,  
  • terminating decimals with ≤2 decimal places,  
  • fractions in simplest form with denominators 2–12 (may be written as mixed numbers or proper fractions).

Common Misconceptions:
* Assign the variable to the wrong quantity, letting x stand for the total or starting amount instead of the unknown change.
* Choose the wrong inverse operation when solving, e.g., adding instead of subtracting or multiplying instead of dividing, because they match the operation in the word problem verbatim.
* Reverse the equation order, writing q + x = p (or 23 + s = 16) instead of x + p = q, because they think the first number mentioned must come first.
* Treat fractions or terminating decimals as if they were whole numbers, rounding or dropping the fractional part before writing or solving the equation.

Difficulty Definitions:
* Easy:
  - Select the correct equation that represents the word problem
* Medium:
  - Solve the word problem, the numbers are whole numbers
* Hard:
  - Solve the word problem, the numbers include fractions or decimals

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.G.A+1
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Graph Polygons on the Coordinate Plane
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.3+1
Standard Description: Draw polygons on the coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Given three vertices of a square, rectangle, or parallelogram, graph the fourth vertex.
* Graph the vertices of the given polygon when all vertices provided.
* Graph the vertices of the given quadrilateral when 3 vertices are provided.
* Identify the graph based on the given vertices of a polygon.
* Identify the graph that includes all four vertices, given three of them.

Assessment Boundaries:
* - Whole number coordinates
- Triangles and quadrilaterals
- Student plot points to form lines

Common Misconceptions:
* Mixing up all of the coordinates, reversing x and y.
* Mixing up one of the coordinates, reversing x and y.
* Mixing up some of the coordinates, reversing x and y.

Difficulty Definitions:
* Easy:
  - Polygon is a triangle AND
  - All coordinates are positive
* Medium:
  - Polygon is a triangle or quadrilateral AND
  - There's a mix of positive and negative coordinates
* Hard:
  - 3 vertices provided and task is to graph the quadrilateral

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.G.A+1
Cluster Name: Solve real-world and mathematical problems involving area, surface area, and volume.
Lesson Name: Area and Perimeter on the Coordinate Plane
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.6.G.A.3+2
Standard Description: Solve area and perimeter problems on the coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Given the vertices of a rectangle, find the area.
* Given the vertices of a rectangle, find the perimeter.
* Given the vertices of a square, find the area.
* Given the vertices of a square, find the perimeter.

Assessment Boundaries:
* - Vertices given and plotted with integer coordinates in a modest window (typically −10 ≤ x, y ≤ 10)
- Side-length tasks use horizontal or vertical segments only (same x or same y); no diagonal‐distance or Pythagorean work
- Polygons restricted to rectangles and squares

Common Misconceptions:
* Confuse formulas—multiply the two side lengths to get perimeter or add all four sides to get area
* Count grid squares visually without referencing the coordinate values, leading to incorrect lengths when the shape does not start at the origin
* Subtract coordinates in the given order and keep the negative sign (e.g., –4 – 8 = –12) instead of using the absolute difference to get a positive side length of 12
* Try to find side lengths with the Pythagorean theorem or by combining x- and y-differences even when the sides are horizontal or vertical

Difficulty Definitions:
* Easy:
  All
* Medium:
  - N/A
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Representing Quantities with Signed Numbers
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.5+1
Standard Description: Use positive and negative numbers in tandem to model real-world quantities that have opposite values or directions—such as temperatures above and below zero—interpreting zero as the neutral reference point in each context.

Key Concepts:
*None specified*

Learning Objectives:
* Classify each integer in a provided set as representing a quantity above, below, or exactly at the reference point zero.
* Translate a single contextual description of a quantity above, below, or at a neutral reference point into its corresponding integer.

Assessment Boundaries:
* - Integers or very simple rational numbers (fractions with denominator ≤ 10 or decimals to tenths/hundredths) that naturally fit real contexts (temperature, elevation, money, gains/losses)
- Magnitudes kept realistic (about

Common Misconceptions:
* - Confusing which direction represents positive versus negative values, such as thinking that going down in elevation or withdrawing money should be represented by positive numbers
* Assuming that larger absolute values are always "better" or "higher," leading to incorrect comparisons like thinking -17 feet elevation is higher than -122 feet elevation
* Believing that zero always represents "nothing" rather than understanding it as a neutral reference point that separates positive and negative values in context
* Mixing up the signs when representing opposite quantities, such as using +65 and +20 for both a deposit and withdrawal instead of +65 and -20

Difficulty Definitions:
* Easy:
  - Choose correct integer for a single real-world phrase like "10 ° F below zero"
  - Sort three given integers as above, below, or at zero
* Medium:
  - Translate two opposite contexts in one scenario (deposit vs. withdrawal) into integers and identify which is greater
  - Given four everyday measurements (elevations, scores, gains/losses) pick the one closest to zero
* Hard:
  - Classify 6–8 mixed integers and zero into "above" or "below" reference table using drag-and-drop

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.5+2
Standard Description: Use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Key Concepts:
*None specified*

Learning Objectives:
* Create real-world problems that involve both positive and negative numbers and require explanation of zero's role.
* Explain the meaning of zero in the context of elevation (sea level).
* Explain the meaning of zero in the context of financial transactions (balance).
* Given a positive or negative integer representing a quantity in a real-world context, describe the meaning of the integer.
* Given a real-world scenario involving a quantity with opposite directions or values, represent the quantity using a positive or negative integer.
* Represent elevation above and below sea level using positive and negative integers.
* Represent temperature above and below zero using positive and negative integers.

Assessment Boundaries:
* Assessment is limited to using positive and negative integers to represent real-world scenarios such as temperature changes, elevation differences, and financial credits/debits, with explanations of the role of zero in these scenarios. No inclusion of advanced concepts like absolute value or complex contexts beyond these examples.

Common Misconceptions:
* Learners might struggle with the application of negative numbers to different contexts, such as mistakenly thinking temperature and elevation are directly comparable or confusing above-below and positive-negative relationships.
* Some students may have difficulty understanding that 0 is a value and not just the absence of quantity; they might not grasp its significance as a point of reference between positive and negative numbers.
* Students might think that negative numbers are ""less than nothing,"" making it difficult to understand them as values on a number line that can represent direction or debt.
* Students might think that negative numbers are "less than nothing," making it difficult to understand them as values on a number line that can represent direction or debt.
* Students often misunderstand that the same positive or negative number can represent different real-world contexts, resulting in confusion about the situations described by these numbers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Opposite Signs on the Number Line
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.A+1
Standard Description: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate an expression of the form –(–a) to show that the opposite of the opposite equals the original integer (i.e., "What number is the opposite of the opposite of [integer]?")
* Identify the opposite of a given integer (i.e., "What number is the opposite of [integer]?")
* Identify the opposite of a given integer when a number line of the plotted given integer is provided.

Assessment Boundaries:
* - Integers only (including zero)

Common Misconceptions:
* Believing that zero has an opposite other than itself (e.g., thinking the opposite of 0 is -0 or some other number)
* Confusing which side of zero represents positive versus negative numbers on the number line
* Misunderstanding that opposite numbers are equidistant from zero, instead thinking they must be consecutive integers
* Thinking that the opposite of a negative number is still negative (e.g., believing -(-3) = -3 instead of 3)

Difficulty Definitions:
* Easy:
  - Identify the opposite of a given integer when a number line of the plotted given integer is provided.
* Medium:
  - Identify the opposite of a given integer when no number line is provided.
* Hard:
  - Identify the opposite of the opposite of a given integer

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Rational Numbers on Number Lines
Lesson Order: 64.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.A+2
Standard Description: Graph rational numbers on a number line.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the concept of double opposites to solve real-world problems involving rational numbers.
* Identify the correct number-line diagram for a given rational number (including decimals and mixed/improper fractions, with negatives).
* Identify the correct number-line diagram for a given rational number (including decimals and mixed/improper, with negatives).
* Plot proper fractions, negative fractions, decimals and simple mixed numbers on a number line.

Assessment Boundaries:
* - Values: Rational numbers only.
- Proper fractions (±) and simple mixed numbers (e.g., 1 ½).
- Includes decimals (up to tenth place) and mixed/improper numbers (3.9, 1 ¼, –2 ¼, 1 ⅛).
- Denominators: common partitions that align with ticks (e.g., 2, 3, 4, 8).
- Range: lines typically span about -5 to 5; single point per item.
- Representation: horizontal number lines only; uniform tick spacing.
- MCQS should show numeric choices only: options must be ‘1’, ‘2’, ‘3’, ‘4’ (no ‘Figure’/‘Line’ prefixes) in the options (but NOT in IDs)

Common Misconceptions:
* - Confuses denominator size, e.g., plots 1/8 farther from zero than 1/4
* - Ignores negative sign, plotting –3/5 as if it were +3/5
* - Misreads decimals as whole numbers, e.g., plots 0.3 at tick 3
* - Overlooks fractional part of mixed numbers, plotting 1 ½ at tick 1

Difficulty Definitions:
* Easy:
  - Plot a single point for decimals, proper fractions (±) or simple mixed numbers by finding the correct integer interval and equal subdivision.
  - Format: interactive point placement.
* Medium:
  - Choose the diagram that correctly plots a decimal or mixed/improper number (may include negatives).
  - Reasoning emphasis: sign → interval → subdivision checks (e.g., 1 ¼ lies between 1 and 2 at the first quarter; –2 ¼ between –3 and –2 just past –2).
  - Format: multiple-choice diagram selection. - It should show numeric choices only: options must be ‘1’, ‘2’, ‘3’, ‘4’ (no ‘Figure’/‘Line’ prefixes) in the options (but NOT in IDs)
* Hard:
  - N/A

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.A+3
Standard Description: Recognize that 0 is its own opposite.

Key Concepts:
*None specified*

Learning Objectives:
* Explain why 0 is its own opposite.
* Identify the opposite of 0.
* Select the number that is its own opposite from a set of numbers.

Assessment Boundaries:
* Assessment is limited to recognizing that 0 is its own opposite without needing to apply this concept in operations or more complex scenarios.

Common Misconceptions:
* A misconception can arise where students believe that zero should have a negative version of itself or it must be paired with another zero to be considered opposite, overlooking the concept that it is invariant.
* Some students may misunderstand 'opposite' to imply a different or complex calculation must be applied to zero, as they are accustomed to with other numbers, leading to unnecessary confusion about its nature.
* Students may believe that zero is a positive number or a negative number, rather than understanding it as a neutral element on the number line.
* Students might incorrectly assume that since all negative numbers have corresponding positive numbers and vice versa, zero should somehow follow the same rule, failing to note its unique characteristic as its own opposite.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Axis Reflections
Lesson Order: 76.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.B+1
Standard Description: Recognize that when two ordered pairs differ only by signs, the locations of the points are related by being reflections across one or both axes.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the coordinates of a point reflected across the x-axis when a graph of the original point is provided.
* Determine the coordinates of a point reflected across the x-axis with no graph provided.
* Determine the coordinates of a point reflected across the x-axis.
* Determine the coordinates of a point reflected across the y-axis when a graph of the original point is provided.
* Determine the coordinates of a point reflected across the y-axis with no graph provided.
* Determine the coordinates of a point reflected across the y-axis.
* Graph the point that is a reflection across the x axis of a given point shown on the graph.
* Graph the point that is a reflection across the y axis of a given point shown on the graph.
* Identify the quadrant of a given ordered pair of integers.

Assessment Boundaries:
* - Ordered-pair coordinates limited to integers within –10 to 10
- Reflections across one axis per item; no diagonal/rotation moves
- Exclude “no-movement” cases: for y-axis reflections require x ≠ 0; for x-axis reflections require y ≠ 0; exclude (0,0).
- Do not add paranthesis in the answer options for text entry questions

Common Misconceptions:
* - Assuming that reflecting across the y-axis changes the y-coordinate instead of the x-coordinate
* Confusing which coordinate changes when reflecting across different axes (changing the x-coordinate instead of y-coordinate when reflecting across the x-axis)
* Forgetting to change the sign of the appropriate coordinate when performing reflections, keeping both coordinates the same as the original point
* Mixing up quadrant locations by incorrectly identifying which combinations of positive and negative coordinates belong in each quadrant

Difficulty Definitions:
* Easy:
  - Graph the point that is a reflection across the x axis of a given point shown on the graph.
  - Graph the point that is a reflection across the y axis of a given point shown on the graph.
* Medium:
  - Determine the coordinates of a point reflected across the x-axis with graph of original point provided. 
  - Determine the coordinates of a point reflected across the y-axis with graph of original point provided.
* Hard:
  - Determine the coordinates of a point reflected across the x-axis with no graph provided.  
  - Determine the coordinates of a point reflected across the y-axis with no graph provided.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.B+2
Standard Description: Recognize that when two ordered pairs differ only by signs, the locations of the points are related by being reflections across one or both axes.

Key Concepts:
*None specified*

Learning Objectives:
* Given a point on a coordinate plane, identify the coordinates of its reflection across the x-axis, the y-axis, or both axes.
* Given an ordered pair with integer coordinates, identify the ordered pair that represents its reflection across the x-axis.
* Given an ordered pair with integer coordinates, identify the ordered pair that represents its reflection across the y-axis.
* Given an ordered pair with rational number coordinates (including fractions and decimals), identify the ordered pair that represents its reflection across both the x-axis and the y-axis.
* Given an ordered pair with rational number coordinates (including fractions and decimals), identify the ordered pair that represents its reflection across the x-axis.
* Given an ordered pair with rational number coordinates (including fractions and decimals), identify the ordered pair that represents its reflection across the y-axis.
* Given two ordered pairs that differ only in signs, identify the axis or axes across which one is a reflection of the other.

Assessment Boundaries:
* Assessment is limited to recognizing reflections of points when ordered pairs differ only by signs across one or both axes. Students are not required to perform operations involving these reflections or apply them to real-world problems.

Common Misconceptions:
* Some students may not realize that a point and its reflection have symmetrical placements relative to the axes, leading to misconceptions when plotting or identifying them on a graph.
* Students may think that reflections across axes only involve swapping the numbers in the ordered pairs rather than changing the signs.
* Students sometimes misunderstand that negative numbers merely indicate opposite directions, leading them to misplace points when plotting reflections.
* There might be confusion regarding which axis a number reflects across, especially if students misconstrue the sign change as involving both numbers when it may only apply to one.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Number Line Positioning
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.C+1
Standard Description: Find and position integers and other rational numbers on a horizontal or vertical number line diagram.

Key Concepts:
*None specified*

Learning Objectives:
* Graph one integer on a horizontal number line
* Graph one integer on a vertical number line.
* Identify one integer plotted on a vertical number line.
* Identify the integer or rational number represented by a labeled point on a vertical number line.
* Identify three integers plotted on a horizontal number line.
* Identify three integers plotted on a vertical number line.
* Identify two integers plotted on a horizontal number line.
* Identify two integers plotted on a vertical number line.
* Plot a single integer or rational number at the correct location on a vertical number line.

Assessment Boundaries:
* Assessment is restricted to:
- Integers only (no fractions, decimals, or other rational numbers in this standard).
- All tick marks are 1-unit apart and represent consecutive integers.
- Number lines are labeled with a clear range (e.g., −10 to 10).
- On horizontal number lines: right is positive, left is negative, 0 is at the center or clearly marked.
- On vertical number lines: up is positive, down is negative, 0 is clearly marked.
- For graphing tasks: students place a point at the correct tick mark for a given integer.
- For identification tasks: clues describe positions relative to a reference number using directional language (e.g., "3 units right of −2" or "4 units below 0").
- No word problems or real-world contexts.
- Students must count tick marks accurately and understand directional movement on number lines.

Common Misconceptions:
* Drawing unequal spacing between tick marks, leading to incorrect placement of the integer
* Miscounting tick marks so the integer is shifted one unit because counting starts at the first mark instead of at 0
* Placing negative integers to the right of 0 (or above 0 on a vertical line) instead of left/below
* Plotting the integer in the space between tick marks rather than exactly on the correct tick mark

Difficulty Definitions:
* Easy:
  - Plot one integer on a number line.
* Medium:
  - Identify two integers plotted on a number line.
* Hard:
  - Identify three integers plotted  on a number line.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Graphing Rational Points
Lesson Order: 75.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.C+2
Standard Description: Find and position pairs of integers and other rational numbers on a coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the difference between locating integers and rational numbers on a coordinate plane compared to a number line.
* Plot a specified ordered pair on a coordinate plane.
* Plot multiple ordered pairs on a coordinate plane.

Assessment Boundaries:
* - Ordered pairs whose coordinates are integers  –10 ≤ x,y ≤ 10 OR decimals that end in .5

Common Misconceptions:
* Assumes both coordinates must increase as you move right or up, so points with one negative value are incorrectly shifted into the first quadrant
* Plots the point on the wrong axis altogether when graphing on a single horizontal or vertical number line, confusing line diagrams with full coordinate planes
* Reverses the order of an ordered pair, placing the x-coordinate on the y-axis and vice-versa
* Treats negative signs as indicating direction only, dropping the value and plotting all negatives one unit left/down regardless of magnitude

Difficulty Definitions:
* Easy:
  - Plot a point with whole number coordinates
* Medium:
  - Plot a point where one coordinate may be a decimal ending in .5
* Hard:
  - Plot multiple whole number coordinates

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Ordering Integers
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.6.C+3
Standard Description: Order integers from least to greatest.

Key Concepts:
*None specified*

Learning Objectives:
* Order a given set of integers from least to greatest using a blank number line as a reference.
* Order a given set of integers from least to greatest.
* Order integers with real-world context.

Assessment Boundaries:
* Assessment is restricted to:
- Integers only (whole numbers including negative, zero, and positive)
- Ordering from least to greatest (or equivalent contextual language like "coldest to warmest")
- Sets of 3 to 5 integers
- Integer values within approximately -50 to 50

Common Misconceptions:
* Assumes negative integers with larger absolute values are greater
* Orders integers from greatest to least instead of least to greatest
* Places all negative integers after positive integers when ordering
* The first and last number are the same as the correct answer and the student chooses the wrong answer.

Difficulty Definitions:
* Easy:
  3-4 integers to order and only integers between -10 and 10 (inclusive)
Number line provided
No real-world context
* Medium:
  4 integers to order
No number line provided
No real-world context
* Hard:
  5 integers to order with no number line provided and no real-world context OR
Real-world context with 4 integers to order

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.A
Standard Description: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret \(-3 > -7\) as a statement that -3 is located to the right of -7 on a number line oriented from left to right.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Compare Rational Numbers
Lesson Order: 65.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.A+1
Standard Description: Compare rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the correct comparison symbol between a decimal and a whole number.
* Identify the correct comparison symbol between a mixed number and a decimal.
* Identify the correct comparison symbol between a mixed number and an improper fraction or another mixed number.
* Identify the correct comparison symbol between a proper fraction and a decimal less than 1 (terminating or repeating).
* Identify the correct comparison symbol between two proper fractions with unlike denominators.
* Identify the correct comparison symbol between two terminating or repeating decimals.

Assessment Boundaries:
* Assessment is restricted to:

- Number types: whole numbers, proper fractions, improper fractions, mixed numbers, terminating decimals (≤ three decimal places) and repeating decimals (single-digit or two-digit repeat, shown with a bar or ellipsis).
- Magnitude range: –100 to 100 for whole or mixed-number parts.
- Fraction denominators ≤ 99.
- Mixed-number fractional parts have denominators ≤ 20.
- No complex or irrational numbers; all values are rational.
- Response format: three single-select buttons displaying only the symbols “>”, “<”, “=”.
- Formatting of Question Stem and Comparison Line: 
The question stem must read exactly:
“Which sign makes the statement true?”
Immediately after the stem, the model must insert a line break <br>.
The comparison statement must then appear on the next visual line as a single inline LaTeX expression in the exact pattern:
$\[left\] \; \square \; \[right\]$
Example:
$-7.08 \; \square \; -7$
The \; spacing commands on both sides of \square are mandatory to ensure visible spacing.
- No word problems, contexts, or visual models; purely numeric comparisons.

Common Misconceptions:
* Assumes the fraction with the larger denominator is greater.
* Compares decimals by counting digits, not place value (thinks 0.25 > 0.3).
* Converts a fraction to a decimal incorrectly by dividing denominator by numerator.
* Treats a mixed number’s fraction part as a separate whole (reads 6 ¾ as 6 + 4).

Difficulty Definitions:
* Easy:
  - Number signs: positive only.
  - Whole parts: 0 – 9.
  - Decimals: terminating, ≤ 2 decimal places. • decimal vs decimal – whole parts differ OR decimal parts differ by ≥ 0.1.
  - Fractions: proper, friendly denominators {2, 4, 5, 8, 10}. • fraction vs fraction – same denominator or obvious multiple (e.g., ¼ vs ½). • fraction vs decimal – fraction as above vs terminating decimal (≤ 2 dp) with a ≥ 0.1 gap.
  - Decimal vs whole number – whole part difference, or decimal part ≥ 0.5.
* Medium:
  - Number signs: positive or negative.
  - Whole parts: 0 – 20 (|value|).
  - Decimals: terminating ≤ 3 dp OR repeating with a single-digit repetend (e.g., 0.\overline{3}). • decimal vs decimal – difference as small as 0.01; may mix terminating & repeating.
  - Fractions: proper or improper, denominators ≤ 20. • fraction vs fraction – unlike denominators; cross-comparison required. • fraction vs decimal – fraction denominator ≤ 20 vs terminating/repeating decimal; difference ≥ 0.01.
  - Mixed numbers: whole part ≤ 20; fractional part denominator ≤ 20. • mixed vs decimal – one conversion (write mixed or decimal in other form). • mixed vs fraction or mixed vs mixed – one conversion; values not extremely close (<0.05).
  - Decimal vs whole number – positive or negative; gap can be < 1 (e.g., 5.9 vs 6 or –7.3 vs –7).
* Hard:
  - Number signs: positive or negative.
  - Whole parts: 0 – 100 (|value|).
  - Decimals: • terminating up to 3 dp OR repeating with one- or two-digit repetend (e.g., 0.\overline{27}). • decimal vs decimal – numbers may differ by ≤ 0.005; both may repeat; negatives allowed.
  - Fractions: proper, improper or mixed-form components; denominators ≤ 99. • fraction vs fraction – denominators unrelated, values within ≈0.02; heavy cross-multiplication. • fraction vs decimal – fraction denominator ≤ 99 vs terminating/repeating decimal; values within 0.02.
  - Mixed numbers: whole part up to 100, possibly negative; fractional denominator ≤ 99. • mixed vs decimal – decimals may repeat; difference ≤ 0.02; often needs two conversions. • mixed vs fraction or mixed vs mixed – large or negative; denominators ≤ 99; very close values.
  - Decimal vs whole number – large magnitude or negative; difference can be as small as 0.2 (e.g., –14.1 vs –14).

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.B
Standard Description: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write \({-3}^\circ C > {-7}^\circ C\) to express the fact that \({-3}^\circ C\) is warmer than \({-7}^\circ C\).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Order Rational Numbers
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.B+1
Standard Description: Order rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Order a list of rational numbers from greatest to least.
* Order a list of rational numbers from least to greatest.

Assessment Boundaries:
* - All numbers are rational.
- The numbers include numbers that are close enough for the order to be easily confused.
- No real world context
- Only 3-5 (Inclusive) to put in order

Common Misconceptions:
* Compares decimals/fractions digit-by-digit, so claims 0.6 < 0.57 or 2/5 > 3/4
* Orders negative numbers by their absolute digit size, e.g., thinks -7 > -3 because 7 > 3
* Ranks numbers using absolute value, placing -9 ahead of -2 and 5 because 9 is “largest”
* Writes inequality symbols backward, stating 4 < -1 when intending 4 is greater

Difficulty Definitions:
* Easy:
  - Only 3 numbers to order
* Medium:
  - 4 numbers to order
* Hard:
  - 5 numbers to order

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Compare and Order Rational Numbers: Word Problems
Lesson Order: 67.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.B+2
Standard Description: Solve word problems which require comparing or ordering rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Compare two rational numbers in context (fractions, decimals, mixed) to decide which is greater/less/who won. e.g. Mason and Liam just raced each other in a 50-yard dash, and it was really close! Mason ran the race in 7.75 seconds, and Liam ran it in 7 7/8 seconds. Who won the race? Example2: Aubrey is researching the human body for science class. She finds a book that says human fingernails grow at a rate of 14/100  of an inch per month. While looking online, Aubrey finds a web page that says human fingernails grow at a rate of 0.137 inches per month. Which source describes a faster growth rate?  A) book   B) web page
* Determine which values meet a given condition (greater/less than a threshold) or how many values qualify in a set.  The set should have AT LEAST 3 values. The answer should always be a NUMERIC value. 
e.g. Brenna is considering which brand of cereal to buy. She knows some brands contain a lot of sodium, or salt, which she is trying to avoid. Crispee Flakes has 0.23 grams of sodium per cup. Corn Puffers has 0.28 grams of sodium per cup. Energy Doodles has 0.26 grams of sodium per cup. How many of the brands have less than of a gram of sodium per cup?
* Order sets of 3–4 rational numbers in context from least to greatest (or greatest to least). e.g. Each week, Ms. Jennings gives her students a 10-question quiz on current events. At the end of the first quarter of the school year, she asked the students to find their average scores. This table shows the average scores some students found. Which shows the students from lowest to highest average score?

Assessment Boundaries:
* - In scope: Rational numbers (fractions—including mixed and improper—and decimals), positive and negative, embedded in real-world contexts.
- Contexts: Everyday scenarios only (time, distance, weight, ratings, temperature, boiling/freezing points). No graphs or coordinate planes.
- Tasks: Limited to comparison, ordering, and threshold checks (including counts). No multi-step arithmetic beyond what’s needed to compare/interpret values.
- Units: Consistent within each item; no unit conversions or percent/ratio conversions.
- Precision & form: Use values that compare cleanly (tenths/hundredths; common fractional denominators like 2, 3, 4, 5, 8). No rounding required; students compare as given.
- Threshold language: Make inclusivity explicit (e.g., “greater than” > vs “at least” ≥). Avoid ambiguous wording.
- Difficulty alignment to formats:
    - Easy (Binary MCQ): 2 values, clearly distinguishable.
    - Medium (SB MCQ): 3–4 values, one correct total order; no ties.
    - Hard (Text Entry – count): 3–5 values around a threshold; values may be closely spaced; answer is a non-negative integer.
- Out of scope: Unit conversions, operations with rational numbers (add/subtract/multiply/divide), explanations/justifications, multi-select UI.

Common Misconceptions:
* - Assumes larger denominator means larger fraction; orders 1/8 > 1/4
* - Confuses absolute value with order, ranking -7 greater than -3
* - Ignores place value, ranking 0.5 < 0.45 since 5 < 45
* - Misinterprets 'more than 2.5', counts values equal to 2.5

Difficulty Definitions:
* Easy:
  - Task: Compare two rational numbers in a real-world context and choose who/which is greater/less (e.g., faster time, higher rating, larger weight).
  - Number formats: Fractions, decimals, mixed numbers; positive values (negatives optional but not required here).
  - Short scenario; two values in the same units. 
  - Answering: 2 options (e.g., Person A / Person B).
  - Differences clear, No unit conversions. One step of reasoning only.
* Medium:
  - Task: Order 3–4 rational numbers from least→greatest (or reverse) using a table or compact list.
  - Number formats: Mixed (fractions, decimals, mixed numbers), possibly including negatives (e.g., temperatures).
  - Real-world set (times, distances, ratings, measurements) in consistent units.
  - Answering: 4 options showing full orders; exactly one correct order.
  - Values may be closer than Easy but still reasonably distinguishable. Include at least one fraction↔decimal comparison per item. No ties.
* Hard:
  - Task: Given 3–5 values and a threshold, enter how many values meet the condition (>, ≥, <, ≤) in context (e.g., “How many ratings are higher than 7½?”, “How many freezing points are lower than –50°F?”).
  - Number formats: Mix of fractions (incl. improper/mixed) and decimals; negatives allowed; values may be closely spaced (requires precise fraction–decimal reasoning).
  - Real-world context; condition stated unambiguously with symbol words (“higher than”, “at least”, etc.).
  - Answering: Integer count via text entry.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Compare and Order Rational Numbers Including Percents
Lesson Order: 68.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.B+3
Standard Description: Compare and order rational numbers (including fractions, decimals, and percentages)

Key Concepts:
*None specified*

Learning Objectives:
* Given a list of rational numbers, determine which list shows the number in order from greatest to least.
* Given a list of rational numbers, determine which list shows the number in order from least to greatest.
* Given two rational numbers, determine which of the answer choices (rational numbers) is between the given numbers.
* Given two rational numbers, determine which of the answer choices (rational numbers) is greater or less than the given numbers.
* When given a table that shows real-world data, determine which list shows the data in order from greatest to least.
* When given a table that shows real-world data, determine which list shows the data in order from least to greatest.

Assessment Boundaries:
* Assessment is restricted to:
- Rational numbers including proper fractions, improper fractions, mixed numbers, positive and negative decimals, percentages, and integers
- Fractions with denominators up to 32
- Decimals with up to 3 decimal places
- Percentages as whole numbers or with one decimal place (e.g., 37.6%)
- Percentages must not be greater than 100%
- When numbers are converted to decimal form, none have more than 3 decimal places.
- Rational numbers between -100 and 100
- Sets of 4-6 numbers to order
- No numbers that are equal

Common Misconceptions:
* Assumes improper fractions are less than whole numbers
* Compares only numerators or only denominators when ordering fractions
* Confuses percentage notation with decimal or whole number values
* Treats negative numbers with larger absolute values as greater

Difficulty Definitions:
* Easy:
  ALL numbers are decimals OR ALL numbers are fractions
4-6 numbers to order
* Medium:
  4-5 numbers to order in 2 different number formats (e.g., decimals and fractions, or percentages and decimals)
Comparison tasks requiring identification of a value satisfying a condition
* Hard:
  6 numbers to order in 1-2 different number formats, OR
4-5 numbers to order in 3 different number formats

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Absolute Value on the Number Line
Lesson Order: 69.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.C+1
Standard Description: Understand the absolute value of a rational number as its distance from 0 on the number line.

Key Concepts:
*None specified*

Learning Objectives:
* Choose which number has a larger absolute value when provided with a number line of both points plotted.
* Choose which number has a smaller absolute value when provided with a number line of both points plotted.

Assessment Boundaries:
* - Integers only (-100 to 100)
- Number line must be provided
- Number line < 120 units in total

---
For easy questions:
Questions EXACTLY in this format: 
This number line shows a point at [value].<br><br>
What is the distance from the point to 0?<br>
<blank>
---

---
For medium questions:
Override: only positive numbers.
Questions EXACTLY in this format: 
This number line shows a point at [value].<br><br>
What is the absolute value of [value]? <br>
<blank>
Only positive values.
Multiples of 2 - from 0 to 20; multuples of 5 - from 0 to 50, multiples of 10 - from 0 to 100.
---

For hard questions:
Look at the points on the number line.
Select the number with the smaller absolute value.
or
Look at the points on the number line.
Select the number with the larger absolute value.

Both values for each questions are multiples of 2, 5 or 10.
Two values (v1, v2) are being chosen using the rules below.
MULTIPLES OF 2 (even values)
  Choose from: 0 to 20
MULTIPLES OF 5
  Choose from: 0 to 50
MULTIPLES OF 10
  Choose from: 0 to 100
SIGN RULE
After selecting each value:
  - Keep it positive, OR
  - Make it negative
At least one value must be nonzero.
The answer options should be: Value1 and Value2

Common Misconceptions:
* Believing |n| and −n mark the same point on the number line (e.g., |26| and −26 viewed as identical)
* Comparing signed values instead of magnitudes, deciding −50 has a smaller absolute value than 40 because −50 lies farther left
* Interpreting |−30| = 30 in a word problem as a $30 credit instead of recognizing it still represents a $30 debt
* Treating the absolute value symbol as another negative sign, so |-9| is written as −9

Difficulty Definitions:
* Easy:
  - Find the distance of a number from 0.
  - Range from 0 to 10.
  - Question stem: "This number line shows a point at [value].<br><br>What is the distance from the point to 0?<br><blank>"
* Medium:
  - Find the absolute value of a number
  - Question stem: "This number line shows a point at [value].<br><br>What is the absolute value of [value]? <br><blank>"
  - Values are multiples of 2, 5 or 10 only
* Hard:
  - Choose which number has a smaller/larger absolute value
  - Question stem: "Look at the points on the number line. Select the number with the smaller absolute value." OR "Look at the points on the number line. Select the number with the larger absolute value."
  -Values are multiples of 2, 5 or 10 only

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Absolute Value Word Problems
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.C+2
Standard Description: Interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. Understand that |-a| = a.

Key Concepts:
*None specified*

Learning Objectives:
* 260
* Bottom of the mine
* Location        Elevation (m)
* Solve a word problem that requires interpretation of absolute value (e.g., a table showing [y variable] over [x variable] -- during which [x] did the [y] change more?)
* Top of the skyscraper        275
* Which location is closer to sea level?)
* –

Assessment Boundaries:
* - Integers only 
- 2 to 4 (inclusive) data values only
- Context/word problem provided along with table

Common Misconceptions:
* Believing absolute value applies only to whole integers and not to decimals or fractions
* Comparing numbers by their signs only—assuming any positive value is farther from 0 than any negative, or that –820 > –780 because 820 > 780—rather than using absolute value for distance
* Thinking absolute value just reattaches the negative sign (e.g., assuming |-30| = -30) instead of returning the positive magnitude
* Treating a negative value as automatically “steeper,” “larger,” or “farther” in real-world contexts without checking magnitude (e.g., calling –8% grade steeper than +10%)

Difficulty Definitions:
* Easy:
  - 2 data values to compare and 2 answer options
* Medium:
  - 3 data values to compare and 3 answer options
* Hard:
  - 4 data values to compare and 4 answer options

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Finding Absolute Value
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.C+3
Standard Description: Find the absolute value of numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Find the absolute value of a given rational number (integer, decimal to tenths/hundredths, proper fraction, or mixed number)

Assessment Boundaries:
* - All numbers are rational: 
  - For fractions, they are either proper fractions or mixed numbers
  - For decimals, they are either to the tenths or hundredths place

  Do not generate any instructions (strict).

Common Misconceptions:
* - confusing opposite numbers with absolute value

Difficulty Definitions:
* Easy:
  - The number is a rational number between -10 and 10
* Medium:
  - The number is a rational number between 10 and 50, or between -10 and -50
* Hard:
  - The number is a rational number greater than 50 or less than -50

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Comparing Absolute Value on the Number Line
Lesson Order: 71.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.C+4
Standard Description: Understand absolute value as the distance from zero on a number line and compare absolute values of rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze multiple points on a number line to determine which represents the number with the greatest absolute value.
* Analyze multiple points on a number line to determine which represents the number with the least absolute value.
* Calculate the absolute value of a single number shown on a number line.
* Compare two numbers on a number line to identify which has the larger absolute value.
* Compare two numbers on a number line to identify which has the smaller absolute value.
* Evaluate the absolute value of a given expression and locate the corresponding point on a number line.

Assessment Boundaries:
* Assessment is restricted to:
- Number types: Rational numbers including integers and fractions 
- Fractions do not go beyond halves (i.e., any denominators need to be 2)
- Number range: -100 to 100 
- No real-world context

Common Misconceptions:
* Assumes absolute value only applies to negative numbers
* Compares the actual values instead of distances from zero (thinking -25 is less than 20 in absolute value)
* Confuses absolute value with the original number's sign (thinking |-5| = -5)
* Misinterprets the absolute value of a negative number as staying on the negative side of the number line

Difficulty Definitions:
* Easy:
  Number type: Integers only
Point placement: All points are on labeled tick marks
Range: -20 to 20
* Medium:
  Number type: Fractions (halves only) OR integers
Point placement: All points are on labeled tick marks
Range: -50 to 50
* Hard:
  Number type: Fractions  (halves only) AND/OR integers
Point placement: At least one point is positioned between labeled tick marks (the point(s) are on an unlabeled tick mark)
Range: -100 to 100

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Absolute Value
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.C+5
Standard Description: Find the absolute value of rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* The student computes the absolute values of four integers, including at least one pair of opposites, and recognizes that opposite integers have the same absolute value.
Formatting objective:
The question must always be produced as one continuous string with no literal newline characters. All visual spacing must be created using HTML `<br>` tags and a two-column HTML table.
The question text must begin exactly with:
`What is the absolute value of each of the following integers:`
Immediately after this text, the item must appear in the following format (all on one line in the source, with `<br>` and `<table>` providing the layout):
What is the absolute value of each of the following integers:<br><br><table><tr><td>|[int1]| =</td><td><blank-1></td></tr><tr><td>|[int2]| =</td><td><blank-2></td></tr><tr><td>|[int3]| =</td><td><blank-3></td></tr><tr><td>|[int4]| =</td><td><blank-4></td></tr></table>
Rules for integers and structure:
* `[int1]`, `[int2]`, `[int3]`, and `[int4]` must be integers; at least one pair must be opposites (for example, 8 and −8).
* Every integer must appear inside absolute value bars and be followed by an equals sign exactly as `|[int]| =`.
* Each integer–blank pair must be in its own `<tr>` with two `<td>` cells: the left cell contains `|[int]| =` and the right cell contains the corresponding `<Blank #>`.
* No extra spaces may appear before `<table>` or after `</table>`, and no additional text, labels, or punctuation may be added. Only the integer values change across questions; the HTML structure, spacing, and wording must remain identical.
* The student identifies the opposite of a given integer and computes its absolute value.
**Formatting Objective:**
The question must always follow this exact structure, using HTML `<br>` tags for all line breaks and produced as a single continuous string with no literal newline characters. 
The prompt must read:
“What are the opposite and the absolute value of [integer]?”
Two response lines must appear exactly as follows:
What are the opposite and the absolute value of [integer]?<br><br>Opposite Value: <blank-1><br>Absolute Value: <blank-2>
“Opposite Value:” and “Absolute Value:” must each appear on their own visual line using `<br>` or `<br/>`. Each label must be followed by exactly one space and then its blank. Only the integer changes; structure and spacing remain identical for all items.
* The student interprets a short real-world or narrative context that defines a single integer and determines which statements about that specific person’s integer, its opposite, and its absolute value must be true.
**Formatting Objective:**
The question must always be produced as one continuous string with no literal newline characters. A short, single-sentence context must define exactly one integer and must include the subject’s name. Immediately after the context, the prompt must state the exact number of correct statements the student must select, using the subject’s name.
The required prompt format is:
**`Select [NUMBER IN WORDS] statements that must be true about [SUBJECT NAME]’s integer.`**
Examples:
**Select TWO statements that must be true about Mia’s integer.**
**Select THREE statements that must be true about Jackson’s integer.**
**If there is no subject, then use "the integer" only:
Example:
**Select TWO statements that must be true about the integer.**
**Rules:**
* The number must always be written in **ALL CAPS words** (e.g., TWO, THREE).
* The number must exactly match the number of correct statements in that specific item.
* The context sentence must define exactly one integer and include the subject’s name.
* The subject’s name must be reused in the selection prompt (e.g., Jackson’s integer).
* Only one `<br>` may appear between the context sentence and the selection prompt if a visual line break is needed.
* Answer options must be complete sentences describing the integer, its opposite, its absolute value, or whether it is greater or less than zero.
* No other types of statements are allowed.
* Only the scenario and the integer change across items; the structure, the selection prompt, and the formatting must remain identical.

Assessment Boundaries:
* Assessment is restricted to:

* Integers only (positive, negative, and zero).
* All values presented in problems must be whole-number integers; no decimals, no fractions.
* Opposites must be exact additive inverses (e.g., the opposite of −7 is 7).
* Absolute value must be defined and used strictly as “distance from 0.”
* Scenarios must determine only one integer at a time; no multi-step situations.
* Data sets limited to 2 to 4 integers when multiple values are provided.
* At least one pair of opposites must appear in Hard-level items.
* No operations beyond identifying the integer, its opposite, or its absolute value.
* No comparisons of magnitudes except those required to select true statements.
* No rational numbers, percentages, or measurements; values must be pure integers with no units.
* No use of coordinate planes, graphs, or diagrams.
* Real-world contexts must be short and must define exactly one integer (possibly described using its opposite or its absolute value).
* No multi-step descriptions, no compound events, and no layered contexts.
* Multiselect tasks may only ask for statements that must be true about one integer.
* Statements in multiselect must involve only integer identification, opposite, or absolute value; no ordering or arithmetic.
* Multiple text-entry questions require only writing:  – the opposite of a given integer, and   – the absolute value of that integer, or determining the absolute values of 2–4 integers (including one pair of opposites).
* Context/word problem is allowed only when needed to define a single integer; otherwise no narrative is required.
* No tables unless they present 2–4 integers directly relevant to identifying opposite or absolute value.
* No extraneous information allowed in context or table.
* No trick contexts involving temperature differences, elevation changes, distances, gains/losses, or multi-step interpretation.
* All answers must reflect only integers, opposites, or absolute values—never algebraic expressions, variables, or equations.
* No negative absolute values and no misuse of absolute value notation.
* Answer choices (for multiselect) must all be full statements, not single numbers.
*  Answer choices may not repeat the surface wording of the context sentence. Specifically, no answer choice may copy or closely mimic the exact phrasing used in the stem (e.g., “the opposite of his integer is ___”), even if the fact is mathematically correct. Answer choices must express consequences of the integer without duplicating the stem’s language.
* For any list of integers (in text entry), values must not include words, units, or unnecessary punctuation.

Common Misconceptions:
* Believing absolute value applies only to whole integers and not to decimals or fractions
* Comparing numbers by their signs only—assuming any positive value is farther from 0 than any negative, or that –820 > –780 because 820 > 780—rather than using absolute value for distance
* Thinking absolute value just reattaches the negative sign (e.g., assuming |-30| = -30) instead of returning the positive magnitude
* Treating a negative value as automatically “steeper,” “larger,” or “farther” in real-world contexts without checking magnitude (e.g., calling –8% grade steeper than +10%)

Difficulty Definitions:
* Easy:
  The student is given one integer and must write its opposite and its absolute value using two text-entry boxes. This task has no context, no interpretation, no reasoning, and no comparisons. The only skill required is identifying an integer’s opposite and computing its absolute value.
* Medium:
  The student is given a short real-world or narrative context that determines exactly one integer in a single step. The student selects all statements that must be true about that integer. Statements may reflect the integer itself, its opposite, its absolute value, or whether it is greater than or less than zero. This task is always multiselect and includes no arithmetic or multi-step reasoning.
* Hard:
  The student is given four integers, including at least one pair of opposites, and must determine the absolute value of each using four text-entry boxes. This task includes no context or narrative and no comparisons. Difficulty comes from coordinating multiple absolute-value computations across several integers.

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Absolute Value and Order
Lesson Order: 74.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D+1
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
* Choose the inequality symbol (<, >, =) that correctly completes a comparison between a number and an absolute value (e.g. |-97|___  -79)
* Choose the inequality symbol (<, >, =) that correctly completes a comparison between two absolute values. (e.g. |-5| ___|5|)

Assessment Boundaries:
* - Comparisons involve at most two expressions, using integers within –1000…1000 and symbols
- Must be integers
- Fill <, >, = in

Common Misconceptions:
* Confusing “|a| < |b|” with “a < b,” leading to errors like claiming 3 < –4 because |3| < |–4|
* Forgetting that more negative integers represent smaller quantities, so they say an account at –30 $ is better than one at –25 $
* Thinking the number with the larger absolute value is automatically greater (e.g., believing –97 > –79 because 97 > 79)
* Treating absolute value as if it keeps the negative sign (e.g., writing |–4| = –4)

Difficulty Definitions:
* Easy:
  - Single digit numbers compared
* Medium:
  - Two digit numbers compared
* Hard:
  - Three digit numbers compared

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D+1
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D+1
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D+1
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D+1
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.6.NS.C.7.D+1
Standard Description: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Distance on the Coordinate Plane
Lesson Order: 78.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.8+1
Standard Description: Find the distance between two points on the coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the length between two points on a coordinate plane.

Assessment Boundaries:
* - Coordinates are between -20 and 20
- Distance questions are horizontal or vertical only (same x or same y) and found by absolute-difference, not Pythagorean theorem
- Coordinates can be whole numbers or decimals up to a single decimal point only

Common Misconceptions:
* Mishandle subtraction across zero, e.g., using |7 – 4| instead of |7 – (–4)|
* Omit the absolute value and report a negative distance
* Subtract the identical coordinates instead of the differing ones, giving a distance of 0

Difficulty Definitions:
* Easy:
  - All of the coordinates are positive whole numbers - only on the first quadrant
  - Stimulus of graphed points given
* Medium:
  - Coordinates are a mix of positive and negative numbers
  - Stimulus of graphed points given
  - Coordinates are always decimals
* Hard:
  - Stimulus of graphed points is NOT given

---

Subject: Math
Course: 6th Grade
Unit ID: Math Grade 6 Unit 9
Unit Name: Rational Numbers, Number Lines and the Coordinate Plane
Cluster ID: CCSS.MATH.CONTENT.6.NS.C
Cluster Name: Apply and extend previous understandings of numbers to the system of rational numbers.
Lesson Name: Directions on the Coordinate Plane
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.6.NS.C.8+2
Standard Description: Follow directions on a coordinate plane.

Key Concepts:
*None specified*

Learning Objectives:
* Provide the end point when given the start point and directions for the movement
* Provide the starting point when given the end point and directions for the movement

Assessment Boundaries:
* - Coordinates are between -10 and 10
- Must include an image of the coordate plane (image should be just of coordinate plane, not of the point itself). The generator will generate the stimulus description for the coordinate plane, no image should be part of the question stem. 
- the question stem must never mention, describe, or refer to the coordinate plane, since it will be part of the stimulus_description only.

Common Misconceptions:
* Students add or subtract movement values to the wrong coordinate, such as adding "move up 3" to the x-coordinate instead of the y-coordinate
* Students incorrectly apply the direction of movement, moving in the opposite direction (such as moving down when instructed to move up)
* Students make sign errors when performing inverse operations to find starting points, such as adding instead of subtracting when working backwards from an ending position
* • Students confuse which coordinate (x or y) changes when moving horizontally versus vertically, often changing the x-coordinate when told to move up or down

• Students add or subtract movement values to the wrong coordinate, such as adding "move up 3" to the x-coordinate instead of the y-coordinate

• Students make sign errors when performing inverse operations to find starting points, such as adding instead of subtracting when working backwards from an ending position

• Students incorrectly apply the direction of movement, moving in the opposite direction (such as moving down when instructed to move up)

Difficulty Definitions:
* Easy:
  - Point is given and direction is given, and student is asked where the ending point it.
  - First quadrant only
* Medium:
  - Point is given and direction is given, and student is asked where the ending point it and Coordinate plane (4 quadrants)
* Hard:
  - Direction and ending point is given, and student is asked where the starting point was, and Coordinate plane (4 quadrants)

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.NS.A+1
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Unit Price Calculation
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+10
Standard Description: Solve problems involving unit prices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Unit Rates with Fractions
Lesson Order: 3.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+11
Standard Description: Calculate unit rates with fractions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Constant of Proportionality in Tables
Lesson Order: 4.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+13
Standard Description: Find the constant of proportionality from a table.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Graphical Analysis of Proportionality
Lesson Order: 5.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+14
Standard Description: Find the constant of proportionality from a graph.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Unit Rates
Lesson Order: 1.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+4
Standard Description: Solve problems involving unit rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.2.A+1
Standard Description: Determine if two quantities represented in a table are in a proportional relationship.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.2.B+4
Standard Description: Identify the constant of proportionality in verbal descriptions of proportional relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 1
Unit Name: Ratios & Unit Rates
Cluster ID: CCSS.MATH.CONTENT.7.RP.A
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.2.C
Standard Description: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 10
Unit Name: Simplifying & Equivalence of Expressions
Cluster ID: CCSS.MATH.CONTENT.7.EE.A
Cluster Name: Use properties of operations to generate equivalent expressions.
Lesson Name: Combining Like Terms
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.7.EE.A.1+1
Standard Description: Simplify expressions by combining like terms

Key Concepts:
*None specified*

Learning Objectives:
* Apply the commutative and associative properties to validate the equivalence of two given linear expressions.
* Identify and explain how the use of the commutative property can change the order of terms, resulting in an equivalent linear expression.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 10
Unit Name: Simplifying & Equivalence of Expressions
Cluster ID: CCSS.MATH.CONTENT.7.EE.A
Cluster Name: Use properties of operations to generate equivalent expressions.
Lesson Name: Factoring Linear Expressions
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.7.EE.A.1+2
Standard Description: Factor linear expressions

Key Concepts:
*None specified*

Learning Objectives:
* Apply the commutative and associative properties to rearrange linear expressions with rational coefficients before subtraction.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 10
Unit Name: Simplifying & Equivalence of Expressions
Cluster ID: CCSS.MATH.CONTENT.7.EE.A
Cluster Name: Use properties of operations to generate equivalent expressions.
Lesson Name: Equivalent Linear Expressions
Lesson Order: 56.0
Standard ID: CCSS.MATH.CONTENT.7.EE.A.1+3
Standard Description: Identify equivalent linear expressions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 10
Unit Name: Simplifying & Equivalence of Expressions
Cluster ID: CCSS.MATH.CONTENT.7.EE.A
Cluster Name: Use properties of operations to generate equivalent expressions.
Lesson Name: Equivalent Linear Expressions in Word Problems
Lesson Order: 57.0
Standard ID: CCSS.MATH.CONTENT.7.EE.A.1+4
Standard Description: Identify equivalent linear expressions in word problems

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and correct common errors in expanding linear expressions with rational coefficients.
* Justify the mathematical steps undertaken while expanding linear expressions with rational coefficients using the distributive property.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.EE.B
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Two-Variable Equation Solving
Lesson Order: 59.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+1
Standard Description: Solve problems using two-variable equations

Key Concepts:
*None specified*

Learning Objectives:
* Assess the reasonableness of answers in multi-step problems involving rational numbers using mental math and estimation strategies.
* Convert numbers between different forms (fractions, decimals, whole numbers) as a part of solving multi-step real-life problems.
* Select and use appropriate mathematical tools strategically to solve real-life problems involving rational numbers and justify the choice of tools.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.EE.B
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Writing Equations from Word Problems
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+10
Standard Description: Translate verbal descriptions into equations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.EE.B
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Solving Two-Step Equations in Word Problems
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+11
Standard Description: Solve two-step equations in word problems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.EE.B
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Solving Two-Step Inequalities
Lesson Order: 64.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+12
Standard Description: Solve two-step inequalities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.EE.B
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Two-Step Equations Without Parentheses
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+8
Standard Description: Solve two-step equations without parentheses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.EE.B
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Two-Step Equations
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+9
Standard Description: Solve two-step equations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 11
Unit Name: Writing & Solving Equations
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+9
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Multi-Step Rational Number Problems
Lesson Order: 58.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+12
Standard Description: Solve multi-step word problems with positive rational numbers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 12
Unit Name: Graphing & Linear Functions
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+1
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Graphing Two-Variable Equations
Lesson Order: 65.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+13
Standard Description: Graph two-variable equations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 12
Unit Name: Graphing & Linear Functions
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+1
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Graphical Slope Identification
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+14
Standard Description: Determine the slope from a graph

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 12
Unit Name: Graphing & Linear Functions
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+1
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Slope-Intercept Form Components
Lesson Order: 67.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+15
Standard Description: Identify the slope and y-intercept from the slope-intercept form of a linear equation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 12
Unit Name: Graphing & Linear Functions
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+1
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Graphing Lines in Slope-Intercept Form
Lesson Order: 68.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+2
Standard Description: Graph lines from equations in slope-intercept form

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 12
Unit Name: Graphing & Linear Functions
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+1
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Linear Equations from Graphs
Lesson Order: 69.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+3
Standard Description: Write a linear equation from a graph

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 13
Unit Name: Inequalities & Their Graphs
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+2
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Solving One-Step Inequalities
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+4
Standard Description: Solve one-step inequalities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 13
Unit Name: Inequalities & Their Graphs
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+2
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Solving Two-Step Inequalities
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+5
Standard Description: Solve two-step inequalities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 13
Unit Name: Inequalities & Their Graphs
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+2
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Graphing Two-Step Inequalities
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+6
Standard Description: Graph solutions to two-step inequalities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 13
Unit Name: Inequalities & Their Graphs
Cluster ID: CCSS.MATH.CONTENT.7.G.A+3
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Graphing One-Step Inequalities
Lesson Order: 71.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.1+1
Standard Description: Graph solutions to one-step inequalities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 14
Unit Name: Angle Relationships & Triangles
Cluster ID: CCSS.MATH.CONTENT.7.EE.B+3
Cluster Name: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Lesson Name: Angle Relationships and Equations
Lesson Order: 78.0
Standard ID: CCSS.MATH.CONTENT.7.EE.B.3+7
Standard Description: Solve equations using angle relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 14
Unit Name: Angle Relationships & Triangles
Cluster ID: CCSS.MATH.CONTENT.7.G.B+3
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Vertical, Adjacent, and Congruent Angles
Lesson Order: 74.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+1
Standard Description: Identify vertical, adjacent, and congruent angles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 14
Unit Name: Angle Relationships & Triangles
Cluster ID: CCSS.MATH.CONTENT.7.G.B+3
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Vertical and Adjacent Angles
Lesson Order: 75.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+2
Standard Description: Find measures of vertical and adjacent angles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 14
Unit Name: Angle Relationships & Triangles
Cluster ID: CCSS.MATH.CONTENT.7.G.B+3
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Angle Relationships and Identification
Lesson Order: 76.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+3
Standard Description: Identify complementary, supplementary, vertical, and adjacent angles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 14
Unit Name: Angle Relationships & Triangles
Cluster ID: CCSS.MATH.CONTENT.7.G.B+3
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Complementary and Supplementary Angles
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+4
Standard Description: Determine measures of complementary and supplementary angles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 14
Unit Name: Angle Relationships & Triangles
Cluster ID: CCSS.MATH.CONTENT.7.G.B+3
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Triangle Angle Calculation
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+5
Standard Description: Calculate missing angles in triangles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 15
Unit Name: Polygons & Coordinate Geometry
Cluster ID: CCSS.MATH.CONTENT.7.G.A+2
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Graphing Triangles and Quadrilaterals
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.1+2
Standard Description: Graph triangles and quadrilaterals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 15
Unit Name: Polygons & Coordinate Geometry
Cluster ID: CCSS.MATH.CONTENT.7.G.B+2
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Quadrilateral Angle Calculation Basics
Lesson Order: 81.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+6
Standard Description: Find missing angles in quadrilaterals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 17
Unit Name: Area, Surface Area, & Volume
Cluster ID: CCSS.MATH.CONTENT.7.G.A+1
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Cross Sections of 3D Figures
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.3+1
Standard Description: Identify cross sections of three-dimensional figures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 18
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+10
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Inference from Multiple Samples
Lesson Order: 99.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+14
Standard Description: Make inferences from multiple samples

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 19
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.NS.A+4
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Simple and Opposite Event Probability
Lesson Order: 104.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+3
Standard Description: Calculate probabilities of simple and opposite events

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 19
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A+1
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: Simulation-Situation Matching
Lesson Order: 112.0
Standard ID: CCSS.MATH.CONTENT.7.SP.A.1+3
Standard Description: Select simulations that represent given situations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Proportional Relationships in Tables
Lesson Order: 6.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+15
Standard Description: Identify proportional relationships from tables

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Identifying Proportional Relationships in Graphs and Equations
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+16
Standard Description: Identify proportional relationships from graphs and equations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Graphs of Proportional Relationships
Lesson Order: 8.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+17
Standard Description: Interpret graphs of proportional relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Proportion Analysis in Word Problems
Lesson Order: 9.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+18
Standard Description: Do the ratios form a proportion: word problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Proportions in Word Problems
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+5
Standard Description: Solve proportions: word problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Equations for Proportional Relationships from Tables
Lesson Order: 11.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+6
Standard Description: Write equations for proportional relationships from tables

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Equations of Proportional Relationships from Graphs
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+7
Standard Description: Write equations for proportional relationships from graphs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Equations in Proportional Relationships
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+8
Standard Description: Write and solve equations for proportional relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 2
Unit Name: Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+1
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Population Estimation Using Proportions
Lesson Order: 14.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+9
Standard Description: Estimate population size using proportions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Congruent and Similar Shapes
Lesson Order: 202.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.1+3
Standard Description: Solve real-world problems involving congruent and similar triangles

Key Concepts:
*None specified*

Learning Objectives:
* Use a ruler or software tools to recreate the scale drawing accurately, ensuring that all dimensions are proportional to the original.
* given 4 sentences, select all true sentences about congruent or similar quadrilaterals.
* given 4 sentences, select all true sentences about congruent or similar triangles.
* given 4 sentences, select the true sentence about congruent or similar quadrilaterals.
* given 4 sentences, select the true sentence about congruent or similar triangles.

Assessment Boundaries:
* - MCQ question stems must have real world scenarios.
- Multi Select questions may or may not have real world scenarios.
- Multi Select questions must state the number of correct options to select. For eg, "Select TWO correct answers" or "Select THREE correct answers"
- in answer options use terms "corresponding sides", "corresponding angles", "opposite sides", "opposite angles", "congruent", "similar", "same", "different", "proportional", "right angle" and related terms.
- Multi Select questions must have exactly 5 answer options.
- no use of specific numeric side length measurements (e.g., "2 cm", "5 inches", "3.5 meters"). descriptive or relative measurements allowed.
- acceptable words to insinuate similar or congruent shapes in answer options - "congruent", "same", "size", "shape", "equal", "side lengths", "angle", "angle measures", "exactly the same", "corresponding", "similar", "different".
- unacceptable words to insinuate similar or congruent shapes in question stem and answer options - "template", "resize", "reflection" and such indirect words.
- the question do not have a supporting image so no mention of refering to figures or shapes anywhere in the stem, answer options, asnwer option explanatoins (inline explanations) or worked examples.
- every question should have a statement in the question stem stating that it is congruent or similar and then the option choices are the characteristics. the stem should not mention any properties of similar or congruent shapes.

Common Misconceptions:
* Student believes similar triangles/quadrilaterals are identical to congruent triangles/quadrilaterals, thinking both terms mean 'exactly the same size and shape'
* Student believes that for triangles or quadrilaterals to be similar, they must have specific angle properties like right angles or all angles equal to each other
* Student confuses 'corresponding sides/angles' (matching parts between two figures) with 'opposite sides/angles' (parts within a single figure), leading to incorrect statements about relationships between figures
* Student reverses the relationship between congruence and similarity, believing congruent figures have proportional (not equal) sides, or that proportional sides mean figures are congruent

Difficulty Definitions:
* Easy:
  - questions are about triangles
* Medium:
  - questions are about qaudrilaterals
* Hard:
  - Multi Select Questions about triangles or quadrilaterals

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Understanding Circle Graphs
Lesson Order: 98.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.1+4
Standard Description: Interpret circle graphs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Analyzing Graphs for Statistical Measures
Lesson Order: 201.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.1+5
Standard Description: Interpret charts and graphs to find mean, median, mode, and range

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: Selecting Appropriate Graphs
Lesson Order: 103.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.1+6
Standard Description: Select the best type of graph for given data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.2+1
Standard Description: Draw geometric shapes with attention to accurately representing given conditions.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the reasoning process for selecting particular approaches to drawing specific types of geometric figures, considering different constraints and conditions.
* Identify and use appropriate methods (freehand, ruler and protractor, or technology) for constructing given geometric figures and justify the choice of method.

Assessment Boundaries:
* The assessment is limited to drawing basic geometric shapes including triangles, with conditions focusing on side lengths and angles provided. The focus is on representing the conditions accurately rather than exploring complex geometric proofs or constructions beyond basic shapes.

Common Misconceptions:
* Learners often believe that visual estimation while drawing can replace precise measurement tools like rulers and protractors, leading to inexact constructions and a misunderstanding of the necessity for precision.
* Students may think that any combination of angle measures or side lengths can always form a triangle, not understanding the specific conditions necessary to form unique, multiple, or no triangles.
* Students might inaccurately attempt to draw shapes without considering the geometric properties such as length and angle measurement which leads to a misconception that the accuracy of those properties is less important when drawing geometric shapes.
* Students sometimes misunderstand the effect of changing one condition (such as altering a side length or an angle) and how it impacts the overall shape, failing to see how a minor change can result in an entirely different or even impossible figure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.2+2
Standard Description: Given three measures of angles or sides of a triangle, determine whether the conditions construct a unique triangle, more than one triangle, or no triangle.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the set of conditions under which a triangle is determined to be unique and explain why.

Assessment Boundaries:
* Assessments are limited to determining if given angle or side measures result in a unique triangle, multiple triangles, or no triangle at all. Calculations involving angle-side relationships beyond these determinations are not included.

Common Misconceptions:
* Some students may not grasp the concept of uniqueness in a triangle and might conflate overlapping, congruent triangles as being different when they essentially represent the same triangle.
* Students may think that any set of three angle measures or side lengths will always form a triangle, not recognizing the specific conditions required for triangle existence such as the Triangle Inequality Theorem.
* Students might incorrectly apply the Triangle Inequality Theorem only to specific given cases instead of generalizing it to all possible triangle formations.
* There can be confusion about the fact that angle measures alone can form an infinite number of similar triangles, leading to the misunderstanding that specific angles always determine a unique triangle.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.A
Cluster Name: Draw construct, and describe geometrical figures and describe the relationships between them.
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: CCSS.MATH.CONTENT.7.G.A.3
Standard Description: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Area Between Shapes
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+1
Standard Description: Calculate the area between two shapes

Key Concepts:
*None specified*

Learning Objectives:
* Determine the impact of changing dimensions on the area of a shape and describe mathematically how the area is affected by such changes.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Volume of Prisms: Word Problems
Lesson Order: 212.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+11
Standard Description: Solve word probelms involving the volume of prisms.

Key Concepts:
*None specified*

Learning Objectives:
* - Calculate the volume of right prisms (triangular) in real-world contexts, accurately interpreting dimensions from either contextual illustrations or formal geometric diagrams using whole numbers or decimals.

Assessment Boundaries:
* Figure Composition: * Primary focus must be on right prisms (cubes, rectangular prisms, or triangular prisms).
Composite Contexts: Figures may be part of a composite object (e.g., a prism mounted on a cylinder or a prism-shaped hole in a block).
Constraint: Students will only be required to calculate the volume of the prism portion. Dimensions for non-prism components should either be omitted or clearly labeled as non-essential to the calculation.

Logic Constraints: * Tasks are limited to solving for Volume (V), Base Area (B), or Height (h).

Unit Mapping: * Allowed Units: Only in, ft, yd, cm, and m are permitted.

Diagrams: Use abbreviations (in, ft, yd, cm, m).

Question Text: Uses spelled-out units (e.g., cubic inches, square centimeters).

Answer Choices: May use shorthand abbreviations or exponent notation (in.^3, ft^3, yd^3, cm^3, m^3).

Numerical Limits: * Dimensions must be greater than 0.
Final volume results must not exceed 2,000.

Number Types: Use whole numbers or single-digit decimals (tenths) only. No fractions or repeating decimals allowed. Maximum two dimensions can be decimals.

No standalone 3D surface area tasks.

No coordinate planes.

Common Misconceptions:
* Calculates the volume of one prism but ignores the multiplier for multiple identical objects.
* Confuses volume with additive dimensions by adding length, width, and height instead of multiplying.
* Divides the base area by the total volume when solving for height or length.
* Treats a single side length as the base area when solving for volume or height.

Difficulty Definitions:
* Easy:
  Determine the volume of a rectangular prism (Or cube) using the dimensions shown in the diagram, where the given measurements include a combination of 1-digit and 2-digit whole number side lengths. (OR)
Determine the volume of a triangular prism using the dimensions shown in the diagram, where the given measurements include a combination of 1-digit and 2-digit whole number side lengths. Slant height is given.
* Medium:
  Determine the volume of a rectangular prism (OR cube OR triangular prism) in a word problem without a diagram where the given measurements include a combination of 1-digit and 2-digit whole number side lengths. (OR)
Verbal description of two identical cubes with the image showing but not labeled and the problem provides one of the side lengths (single digit) in the verbal description.
* Hard:
  Decimal Dimensions for finding volume. No images are used. (OR)
Missing Dimension (Whole Numbers, Text-Only): Volume is given; use the whole-number measurements to solve for the unknown dimension.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Volume of Pyramids
Lesson Order: 213.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+13
Standard Description: Solve real-world probelms and non real world problems involving the volume of pyramids.

Key Concepts:
*None specified*

Learning Objectives:
* Solve real-world problems for the volume of square, rectangular, or triangular pyramids in text format using single-digit decimal dimension (Exactly one dimension is single digit decimal and others must be whole numbers). For these problems, the Base Area (B) is not provided and must be calculated from the given dimensions.

Assessment Boundaries:
* Shape Composition: Problems are limited to right pyramids with square, rectangular, or triangular bases.

Format Types: Assessment items must be categorizable as either Non-Word Problems with Pictures (diagrams using abbreviations like ft or yd) or Word Problems without Pictures (text-only using spelled-out units like cubic inches or cubic yards). 

Difficulty level and Word problems: Medium and Hard questions must real-world problems.

Measurement Types: Only vertical height (perpendicular to the base) is used for calculation.

Numerical Limits: Easy and Medium levels use whole numbers (integers) only. Hard levels include single-digit decimals (tenths) but only one dimension can be single digit decimal and rest must be integers.. Total volume results typically do not exceed 1,500.

Allowed Units: Only in, yd, ft, cm, m are used.

Exclusions: No surface area, oblique pyramids, or complex polygonal bases.

Common Misconceptions:
* Confuses the area of the base with the side length of a square base.
* Misapplies the slant height as the vertical height in the volume formula.
* Multiplies the base area by the height but divides by 2 instead of 3
* Treats the pyramid volume formula as identical to a prism, omitting the 1/3 multiplier.

Difficulty Definitions:
* Easy:
  Non-Word Problem with a labeled diagram. Students must calculate the Base Area (B) from given side dimensions (s * s for squares or l * w for rectangles) before finding the total volume. Whole numbers (integers) only and those numbers must be less than 10.
* Medium:
  Word Problem without a picture. The Base Area (B) is provided directly as a single value in the text (e.g., "The area of the base is 11 square inches"). Whole numbers (integers) only.
* Hard:
  Word Problem without a picture. Students must calculate the Base Area (B) from provided dimensions (e.g., "side length of 7 feet" or triangular base dimensions). Includes single-digit decimals (tenths).

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Volume of Triangular Prisms
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+14
Standard Description: Solve problems involving the volume of Triangular prisms.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate Volume: Determine the volume of a triangular prism when given its specific dimensions, including the base of the triangle, the height of the triangle, and the length/height of the prism.

Assessment Boundaries:
* Figure Composition: Figures are strictly limited to right triangular prisms. Diagrams may include "distractor" dimensions, such as slant heights, that are not used for volume calculations. For easy difficulty questions, figures should not include "distractor" dimensions (such as slant heights).

Logic Constraints: Tasks are limited to three specific mathematical operations: 1. Direct Volume Calculation (Volume = 0.5 * triangle base * triangle height * prism height); 2. Solving for Base Area (Base Area = Volume / height); 3. Solving for Height (Height = Volume / Base Area).

Unit Mapping: Only ft, yd are permitted. Diagrams use abbreviations (e.g., yd, ft), while question text uses spelled-out units (e.g., cubic feets). Answer choices may use shorthand abbreviations (e.g., yd^3).

Numerical Limits: Dimensions must be greater than 0, and final volume results must not exceed 2,000.

Number Types: Use whole numbers or single-digit decimals (tenths) only. No fractions or repeating decimals are allowed.

Exclusions: No rectangular prisms, cubes, surface area tasks, coordinate planes, or non-prism shapes like cylinders.

Common Misconceptions:
* Confuses triangular prism volume with rectangular prism volume by failing to divide by two.
* Doubles the volume instead of dividing by height when solving for base area.
* Multiplies all three dimensions and then divides by two when given base area.
* Uses the slant height instead of the vertical height for triangle area calculations.

Difficulty Definitions:
* Easy:
  Logic & Shapes: Direct Calculation: Finding the volume of a single triangular prism with whole number dimensions and there is no distractor dimensions. Numerical Limits: Whole numbers only (Dimensions 1-20).
* Medium:
  Logic & Shapes: Advanced Calculation: Finding volume from diagrams that include decimals and/or identifying correct dimensions amidst distractor slant heights. Numerical Limits: Whole numbers or Tenths (Total volume up to 2,000).
* Hard:
  Logic & Shapes: Inverse Logic (Back-solving): Finding a missing dimension (Base Area or Height) when Volume is already known. Numerical Limits: Whole numbers or Tenths.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Lateral Area of Prisms and Pyramids
Lesson Order: 88.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+2
Standard Description: Calculate the lateral area of prisms and pyramids

Key Concepts:
*None specified*

Learning Objectives:
* Find the surface area for the net of a 3D image of a shape with labelled lengths.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Solving Area Problems with Multiple Circles
Lesson Order: 209.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+3
Standard Description: Solve real-word problems with diagrams involving circles

Key Concepts:
*None specified*

Learning Objectives:
* Find the surface area for the net of a 3D image of a shape with labelled lengths.
* Real world problem to calculate area of a circle using a given radius or diameter involving two or more circles.
* Real-world problem to calculate the area of a circle using a given radius or diameter, involving two or more circles, without a stimulus. For example: The radius of circle L is half the radius of circle S. The radius of circle S is 10 millimeters. What measurement is closest to the area of circle L?

Assessment Boundaries:
* - Real-world word problems that are limited strictly to calculating the area of a circle.
- No calculations for circumference (except as a distractor), arc length, sectors, surface area, or volume of 3D shapes.
- Questions are restricted to the application of the area formula: $$A = \pi r^2$$
- Problems may provide the radius ($r$) 3, the diameter ($d$) , or a logical relationship between two circles (e.g., "radius is half of...").
- Radius for a circle for which the area need to be calculated should always should always be whole number (e.g., 1,2, 6, 8, 16)
    - If the diameter is given, then it should always be even
    - $\pi$ is approximated as 3.14 for all numerical calculations
- Always use the phrase "closest to" when asking for numerical results to account for the use of an approximate value for $\pi$.
- Problems must not exceed three steps.
- The radius can't be more than 20.
- The answer and all distractors should always round to the hundredth (This shouldn't be present in the question stem).
- In a question if fraction is used then it should only be unit fraction.

Common Misconceptions:
* Student confuses area with circumference
* Student multiplies by 2 instead of squaring when calculating the area.
* Student uses diameter as the radius to calculate area.

Difficulty Definitions:
* Easy:
  The question contains a stimulus.
* Medium:
  The question doesn't contain a stimulus.
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Advanced Prism Volume Calculation
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+4
Standard Description: Solve advanced problems involving the volume of prisms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Finding Areas of Quadrilaterals Using Formulas
Lesson Order: 210.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+5
Standard Description: Find the area of quadrilaterals using formulas

Key Concepts:
*None specified*

Learning Objectives:
* Calculate area of parallelograms using base × height
* Calculate area of rectangles using length × width
* Calculate area of squares using side × side
* Calculate area of trapezoids using ½ × (base₁ + base₂) × height

Assessment Boundaries:
* The Stem & Identification: Every question must use the stem: "Find the area of the [shape] shown in square [UNITS]." The shape name (Rectangle, Square, Parallelogram, or Trapezoid) must be explicitly provided in the text.

Formula & Substitution: Questions must be based on standard formulas: A = b * h or A = 1/2 * (b1 + b2) * h. A substitution step must be included in the solution.

Numerical Limits: Final area results must not exceed 1,000.

Number Types: Use whole numbers or single-digit decimals (tenths) only. No fractions.

Allowed Units: centimeters, meters, inches, yards, miles.

Unit Phrasing Rule:
Question Text: Must use the linear units for dimensions (e.g., "a base of 8 yards") and square units for the goal (e.g., "in square feet").

Exclusions: No word problems, no tipped orientations, no perimeter tasks, no units like "units," and no composite shapes, 

Question shouldn't involve multiplication of a 3 digit to 2 digit. (Examples - 20.5*1.2, 31.2*12, 1.23*21)

Common Misconceptions:
* Adds the two base lengths of a trapezoid but fails to multiply by 1/2.
* Confuses slant height with vertical height when identifying the height of a parallelogram.
* Multiplies all three labeled side lengths of a trapezoid or parallelogram together.
* Multiplies the base and height of a trapezoid while ignoring the second base.

Difficulty Definitions:
* Easy:
  Shapes: Rectangles and Squares only.
Dimensions: Whole number side lengths up to 10.
* Medium:
  Shapes & Dimensions:
Rectangles/Squares with any side length greater than 10.
Parallelograms/Trapezoids with all side lengths up to 10
* Hard:
  Shapes & Dimensions:
Parallelograms/Trapezoids with any side length greater than 10.
Right Trapezoids of any length.]

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Finding  Areas of Composite Shapes
Lesson Order: 211.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+6
Standard Description: Find the area of composite shapes.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the total area of composite figures formed by adding non-overlapping polygons. (Covers figures built from rectangles, triangles, parallelograms, and trapezoids).

Assessment Boundaries:
* Explicit Component Naming: Every problem must explicitly state the types and quantities of shapes used to form the composite figure (e.g., "The figure is composed of two congruent squares and a parallelogram"). Students must not be forced to guess a shape's identity based purely on visual appearance.
Figure Composition: Figures must be composite, consisting of at least two shapes. Figures cannot be formed using only circles or semicircles; at least one polygon (rectangle, triangle, etc.) must be included.
Real-World Context: Every problem must be situated within a real-world scenario (e.g., a desktop, a sailboat drawing, a backyard utility line, or a stovetop).
Unit Mapping: * Diagrams: Must use abbreviations (cm,m, in, ft, yd).Final Answers: Must be spelled out as: square inches, square feet, square yards, square centimeters, or square meters.
Numerical Limits: Final area results must be greater than 0 and must not exceed 1,000.
Number Types: Use whole numbers or single-digit decimals (tenths) only (e.g., 2.5, 12). No fractions are permitted.
Constants: For all circular or semi-circular components, use 3.14 for $\pi$.
Rounding Rule: Rounding during calculations is not permitted (Exception - using 3.14 for pi). The final calculation must result in an integer, a number with one decimal point, or a number with two decimal points (no more).
Exclusions: No 3D surface area, no perimeter-only tasks, and no coordinate planes.
Question stem shouldn’t refer to locational descriptors (e.g., "top," "bottom").
The question stem shouldn’t say “Measurements are provided in [Units]” since the image already has the units.
Question stem should have real world sense - Ex - When we refer to a chair it should be of comparable dimensions, it shouldn’t say chair of 100 ft height.
There can be a maximum of two decimal dimensions in any question.
Question shouldn't involve multiplication of a 3 digit to 2 digit. (Examples - 20.5*1.2, 31.2*12, 1.23*21)

Common Misconceptions:
* Adds dimensions of overlapping regions instead of subtracting the inner area from total.
* Misapplies the triangle area formula by failing to multiply by one-half.
* Treats semicircles as full circles by failing to divide the circular area by two.
* Uses the diameter instead of the radius when calculating circular or semicircular areas.

Difficulty Definitions:
* Easy:
  Logic & Shapes: Addition 2 or 3 simple polygons (Rectangles, Squares, Parallelograms, Trapezoids or Triangles).
Numerical Limits: Dimensions are whole numbers only, up to 10.
* Medium:
  Logic & Shapes: Addition of 2 or 3 shapes (Any shape including circles or semicircles) OR Subtraction logic (Not including circles)
Numerical Limits: Dimensions are whole numbers only, ranging from 11 to 100.
* Hard:
  Logic & Shapes: Addition of 4 shapes or more (Any shape including circles or semicircles) OR Subtraction logic involving circles
Numerical Limits: Dimensions include single-digit decimals (tenths).

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Surface Area of Cubes and Prisms
Lesson Order: 94.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+7
Standard Description: Calculate the surface area of cubes and prisms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Surface Area of Triangular Prisms
Lesson Order: 95.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+8
Standard Description: Calculate the surface area of triangular prisms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Surface Area of Pyramids
Lesson Order: 96.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.6+9
Standard Description: Calculate the surface area of pyramids

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B+1
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Radius and Diameter
Lesson Order: 204.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.4+1
Standard Description: Identify the radius and diameter of a circle

Key Concepts:
*None specified*

Learning Objectives:
* Given a circle identify the diameter
* Given a circle identify the radius
* Given diameter, calculate the radius
* Given radius, calculate the diameter

Assessment Boundaries:
* - Units should always be provided (cm, m), but no unit conversions allowed.
- The Text Entry question would always be like this:
"""
The radius of a circle is 3 units.<br>What is the diameter of the circle?<br> <blank>units
"""
OR
"""
The diameter of a circle is 4 units.<br>What is the radius of the circle?<br> <blank>units
"""
- The Multiselect & MCQ should always be like this:

"""
The circle is centered on P. Which segment are radii of the circle?
"""

OR

"""
The circle is centered on P. Which segment is diameter of the circle?
"""

Common Misconceptions:
* Student chooses a segment which is not radius or diameter
* Student chooses diameter, when radius is asked.
* Student chooses radius, when diameter is asked.

Difficulty Definitions:
* Easy:
  - Question with stimulus
* Medium:
  - Question without stimulus
* Hard:
  - N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B+1
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Circle Circumference
Lesson Order: 205.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.4+2
Standard Description: Calculate the circumference of circles.

Key Concepts:
*None specified*

Learning Objectives:
* - Given radius/diameter of circle, calculate the cirumference and the answer choices are always rounded to hundredth
* - Given radius/diameter of circle, calculate the cirumference and the answer choices are always whole number
* - Given two distinct circles (Circle X and Circle Y) with different given diameters. The task is to calculate the difference between their circumferences.
* - The student must identify the correct expression for $\pi$ based on the relationship $\pi = \frac{C}{d}$ or $\pi = \frac{C}{2r}$ . Provide a specific diameter ($d$) or radius ($r$) and circumference ($C$), and ask which expression best represents $\pi$.
* - The student must identify the correct expression for $\pi$ based on the relationship $\pi = \frac{C}{d}$. Provide a specific diameter ($d$) and circumference ($C$), and ask which expression best represents $\pi$.
* Determine the radius of a circle when given the circumference, using algebraic manipulation of the formula. ONLY whole numbers
* Given circumference of circle, calculate the diameter
* Given circumference of circle, calculate the radius
* Given diameter of circle, calculate the cirumference
* Given radius of circle, calculate the cirumference

Assessment Boundaries:
* - Units should always be provided
- All the answer options if are numbers should round to the nearest hundredth or whole number.
- It should be assumed that student would use pi = 3.14, it shouldn't be explicitly stated in the question stem but the answer should be based on this and it is implicitly understood.

Common Misconceptions:
* Student confuses between circumference and area
* Student confuses between radius and diameter

Difficulty Definitions:
* Easy:
  Identify definitions related to circumference (e.g., definition of π).
Set up the circumference formula using a provided stimulus (no solving).
Use a labeled diagram to find circumference—but without decimals. Students may be given radius or diameter.
* Medium:
  A stimulus is provided; students find the circumference, rounded to a 2-digit decimal.
Set up the circumference expression without solving and without a stimulus.
* Hard:
  Multi-circle problems with no stimulus. Students may be given radius or diameter, but are always given the same for both circles.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B+1
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Circumference Word Problems
Lesson Order: 206.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.4+3
Standard Description: Solve problems to find the radius, diameter or circumference of circles

Key Concepts:
*None specified*

Learning Objectives:
* - Real-world problems asking to identify value of circumference without solving.
* - Real-world problems asking to identify value of pi.
* Analyze a series of calculations to demonstrate how the circumference can be transformed conceptually into the area of a circle, utilizing the π constant efficiently.
* Real-world problem to calculate the circumference of a circular base given its diameter within a real-world word problem context involving cylindrical objects.
* Real-world problem where a student must find the circumference of a circle given its diameter.
* Real-world problem where a student must find the circumference of a circle given its radius.

Assessment Boundaries:
* - Limited strictly to calculating the circumference of a circle and identifying the constant ratio of $\pi$.
- Questions are restricted to the application of $C = \pi d$ and $C = 2\pi r$.
- Problems may provide either the diameter ($d$) or the radius ($r$) as the starting measurement.
- Numbers include whole numbers (e.g., 8, 14, 64) and decimals up to the tenths place (e.g., 2.5, 7.6, 43.9).
    - $\pi$ is approximated as 3.14 for all numerical calculations.
- Use the phrase "closest to" when asking for numerical results to account for the use of an approximate value for $\pi$.

Common Misconceptions:
* Student confuses between circumference and area
* Student confuses between radius and diameter
* Student make mistake when rounding their final result to match the provided option
* Students incorrectly setup the algebraic ratio for pi

Difficulty Definitions:
* Easy:
  Real-world problem to calculate the circumference of a circular base given its radius/diameter within a real-world word problem context involving cylindrical objects or circular object.
* Medium:
  Real-world problems asking to identify value of pi.
Real-world problems asking to identify value of circumference without solving.
* Hard:
  Real-world problem where a student must find the circumference of a circle given its radius and stem shouldn't explicitly mention circumference.
Real-world problem where a student must find the circumference of a circle given its diameter and stem shouldn't explicitly mention circumference.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B+1
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Area of Circles
Lesson Order: 207.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.4+4
Standard Description: Calculate the area of circles.

Key Concepts:
*None specified*

Learning Objectives:
* - Given diameter of circle, calculate the area
* - Given radius of circle, calculate the area
* - Given the radius/diameter of a circle, calculate the area.
* Given diameter of circle, calculate the area without stimulus
* Given radius of circle, calculate the area without stimulus

Assessment Boundaries:
* - Units should always be provided (feet, yards, inches, kilometer and miles). Choose between units randomly.
- All the answers should round to the nearest hundredth.
- It should be assumed that student would use pi = 3.14, it shouldn't be present in the question stem but the correct answer and incorrect answers should be based on this.
- The radius should always be less than 5 when it can be a decimal, and less than 10 for whole numbers.
- The radius if decimal should only have one decimal place.
- The text entry question should be in this format(Only applicable to text entry question):

The radius/diameter/circumference of a circle is 9 meters. What is the circle's area?<br><blank> square meters 

- The MCQ should be in this format(Only applicable to MCQ):

A circle is shown in the diagram. Which measurement is closest to the area of the circle in square inches?

Common Misconceptions:
* Student confuses area with circumference
* Student confuses between radius and diameter
* Student multiplies by 2 instead of squaring when calculating the area.

Difficulty Definitions:
* Easy:
  Problem where the radius is given, and it is a whole number, and it contains a stimulus.
* Medium:
  Problem where the radius is given, and it is a whole number, and it doesn't contain a stimulus.
Problem where the diameter is given, and it results in a whole number radius to calculate the area.
* Hard:
  Problem where the given or calculated radius is in decimal.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B+1
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Solving Single-Circle Area Problems
Lesson Order: 208.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.4+5
Standard Description: Solve problems to find the radius, diameter or area of circles

Key Concepts:
*None specified*

Learning Objectives:
* Real world problem to calculate area of a circle using a given radius or diameter with stimulus
* Real world problem to calculate area of a circle using a given radius or diameter without stimulus

Assessment Boundaries:
* - Real-world word problems that are limited strictly to calculating the area of a circle. Should contain at least two or three sentences where the first, along with an optional second sentence, sets the context and gives the dimension (radius or diameter), and the last sentence asks to calculate the area. For example: "A sundial has a circular base with a diameter of 50 feet. Which measurement is closest to the area of the circular base of the sundial in square feet?"
- No calculations for circumference (except as a distractor), arc length, sectors, surface area, or volume of 3D shapes.
- Questions are restricted to the application of the area formula: $$A = \pi r^2$$ (Though the diameter can be provided in the problem that can be converted to radius)
- Problems may provide the radius ($r$) 3, or the diameter ($d$)
- Radius or diameter, which is provided in the problem, should only be whole numbers (e.g., 6, 8, 16).
    - If the diameter is given, then it should always be even
    - $\pi$ should be approximated as 3.14 for all numerical calculations in a question.
- Always use the phrase "closest to" when asking for numerical results to account for the use of an approximate value for $\pi$.
- Problems must not exceed one step.
- The radius can't be more than 20.
- The answer and all distractors should always round to the hundredth (This shouldn't be present in the question stem).

Common Misconceptions:
* Student confuses area with circumference
* Student multiplies by 2 instead of squaring when calculating the area.
* Student uses diameter as the radius to calculate area.

Difficulty Definitions:
* Easy:
  The question contains a stimulus.
* Medium:
  The question doesn't contain a stimulus
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.G.B+1
Cluster Name: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Lesson Name: Area of Compound Shapes with Triangles and Circular Segments
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.7.G.B.5+7
Standard Description: Calculate the area of compound figures with triangles, semicircles, and quarter circles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Budget Adjustment Strategies
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+10
Standard Description: Identify adjustments to given budgets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Percentages in Numbers and Money
Lesson Order: 15.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+1
Standard Description: Solve problems involving percents of numbers and money amounts

Key Concepts:
*None specified*

Learning Objectives:
* Create multiple scenarios using the same ratio to demonstrate understanding of proportional relationships.
* Solve complex ratio problems using cross-multiplication for justification of proportional relationships.
* Solve for the denominator in a proportion when the missing denominator is a one step expression.
* Solve for the numerator in a proportion when the missing numerator is a one step expression.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Percent Equations
Lesson Order: 16.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+12
Standard Description: Solve percent equations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Comparing Discounts
Lesson Order: 227.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+15
Standard Description: Compare discounts.

Key Concepts:
*None specified*

Learning Objectives:
* Given a table with 4 different prices and 4 different sales choose the best discount

Assessment Boundaries:
* Assessment is restricted to:

PART 1: TABLE FORMAT (MANDATORY - READ FIRST)
Table Structure (MUST be HTML):
Tables contain 3 to 5 rows of data.
Column headers must be labeled with real-world context (e.g., “Number of Books” and “Sale Price”).
Any table appearing in the question (stem or answer option) MUST follow the exact HTML structure and inline style format shown below — no deviation is allowed.
""" <h5 style="margin: 12px 0 4px;">Tire Store Sales</h5> <table style="border-collapse: collapse; width: 100%; max-width: 500px;"> <thead> <tr> <th style="border: 1px solid #000; padding: 4px; text-align: left;">Store</th> <th style="border: 1px solid #000; padding: 4px; text-align: left;">Price per Tire</th> <th style="border: 1px solid #000; padding: 4px; text-align: left;">Advertised Sale</th> </tr> </thead> <tbody> <tr> <td style="border: 1px solid #000; padding: 4px; text-align: left;">R</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;">$150</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;"> Buy 3 tires and get the 4th tire free </td> </tr> <tr> <td style="border: 1px solid #000; padding: 4px; text-align: left;">S</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;">$200</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;"> Buy 4 tires and receive $70 off the price of each tire </td> </tr> <tr> <td style="border: 1px solid #000; padding: 4px; text-align: left;">T</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;">$175</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;"> Buy 4 tires and receive $200 off the total price </td> </tr> <tr> <td style="border: 1px solid #000; padding: 4px; text-align: left;">V</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;">$130</td> <td style="border: 1px solid #000; padding: 4px; text-align: left;"> Buy 4 tires and receive 10% off the total price </td> </tr> </tbody> </table>
"""

Must use real world context but buying tires, backpacks CANNOT be used. Items being bought CANNOT be 4 or 5 or 6 or 7

All prices will be whole numbers in dollars (no cents), and no tax or additional fees will be included.

Percent discounts will be limited to simple benchmark values (e.g., 10%, 15%, 20%) or simple fractions (e.g., 1/5, 1/4), and no conversions between complex fractions or mixed numbers will be required.

Students will only be asked to compute a single discount and compare resulting sale prices—no multi-step percent increase/decrease scenarios. Do not ask for the actual sale price, just which store has the best discount

Discounts include (buy x get 1 free, buy x get y off each item, buy x get y off total price, buy x get y% off, 1/x off, x% off, etc.) 

Store with the best price CANNOT have the lowest price per item 

Question should ask for lowest price, not "best deal" or "best discount"

Common Misconceptions:
* Student confuses percent values with fraction values (e.g., thinks 15% = 1/5)
* Student incorrectly calculates the discount amount due to place value or decimal errors
* Student incorrectly subtracts the percent number rather than the percent of the price
* Student misapplies the discount by subtracting from only one item instead of the total

Difficulty Definitions:
* Easy:
  2 discount comparisons
* Medium:
  4 discount comparisons
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Estimation of Tips
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+16
Standard Description: Solve problems involving estimating tips.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Calculating Percentage Change
Lesson Order: 19.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+17
Standard Description: Solve problems involving percent of change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Percent Change in Word Problems
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+18
Standard Description: Solve word problems involving percent of change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Calculating Taxes, Tips, and Markups
Lesson Order: 21.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+19
Standard Description: Solve word problems involving tax, tip and markup.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Percent Error Problem Solving
Lesson Order: 24.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+2
Standard Description: Solve word problems involving percent error.

Key Concepts:
*None specified*

Learning Objectives:
* Apply proportional reasoning to determine simple interest in multistep situations.
* Interpret multistep problems involving percent error through proportional reasoning.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Sale Prices
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+20
Standard Description: Solve problems involving sale prices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Simple Interest
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+21
Standard Description: Solve problems involving simple interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Calculating Multi-step Percent Problems
Lesson Order: 25.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+3
Standard Description: Solve multistep problems with percents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Sales Tax
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+4
Standard Description: Solves sale tax problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Compound Interest
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+5
Standard Description: Solve problems involving compound interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+2
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Evaluating Coupon Savings
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+6
Standard Description: Determine which coupon is better among a given set.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+7
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Simple Interest
Lesson Order: 226.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+10
Standard Description: Solve problems involving simple interest

Key Concepts:
*None specified*

Learning Objectives:
* Given a real-world context, calculate the simple interest

Assessment Boundaries:
* Assessment is restricted to:

Problems will always use simple interest, not compound interest.

Principal amounts and interest rates will be whole numbers or decimals; no fractional interest rates will be used.

Time will always be given in years, and no conversions from months or days will be required.

Students will only be asked to find interest for a single year or identify the correct expression for calculating that interest.

Correct answer CANNOT be the smallest value of answer options. 

For distractors, only 1 can be 0.1x or 10/100x the correct answer, there CANNOT be more than 1.

Must have context (e.g. ___ has a loan of ____....)

Common Misconceptions:
* Student adds the interest rate to the principal instead of multiplying to find the interest
* Student calculates total amount owed instead of the interest amount only
* Student confuses the interest rate percent with a whole number (e.g., uses 3.5 instead of 0.035)
* Student multiplies the rate by the number of months instead of using the annual simple interest formula

Difficulty Definitions:
* Easy:
  MCQ
* Medium:
  Text Entry
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+7
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Multiplying and Dividing Rational Numbers
Lesson Order: 49.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+11
Standard Description: Solve problems involving the multiplication and division of rational numbers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+7
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Rules for Integer Multiplication and Division
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+7
Standard Description: Apply integer multiplication and division rules to solve problems

Key Concepts:
*None specified*

Learning Objectives:
* Find the discount percentage given original price and discount amount
* Find the original price given sale price and discount amount
* Find the original price given sale price and discount percentage
* Find the sale price given original price and discount percentage

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+7
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Multiplying and Dividing Integers
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+8
Standard Description: Perform multiplication and division with integers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+7
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Multiplying and Dividing Signed Decimals
Lesson Order: 47.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+9
Standard Description: Solve problems involving multiplication and division of positive and negative decimals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+8
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Understanding Income and Sales Tax
Lesson Order: 225.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.3+13
Standard Description: Solves sale and income tax problems

Key Concepts:
*None specified*

Learning Objectives:
* Compute the amount of income tax by multiplying an annual income by a percent tax rate.
* Compute the sales tax on a purchase by applying a percent rate to the item’s price.

Assessment Boundaries:
* All problems involve a single percent tax rate applied directly to a given price; no compound tax or multistep percent scenarios.

Prices will be whole numbers or decimals only

Students are required only to compute the tax amount, not the total price after tax.

Answers must always be expressed in dollars and cents, with correct rounding. 

Tax rates MUST be given as a single digit whole number percent; no fractional or decimal tax rates will be given.

Common Misconceptions:
* Student adds the percent to the price instead of multiplying to find the tax amount
* Student confuses the percent tax rate with a whole number (e.g., uses 6 instead of 0.06)
* Student multiplies the percent by only the digits before the comma or decimal instead of the entire price
* Student rounds incorrectly, failing to express the final answer in dollars and cents

Difficulty Definitions:
* Easy:
  No rounding
* Medium:
  Rounding
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: Sampling Types: Representative, Random, and Biased
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.7.SP.A.1+1
Standard Description: Identify representative, random, and biased samples

Key Concepts:
*None specified*

Learning Objectives:
* Define a sample in the context of statistics and explain how it is used to draw conclusions about a larger population.  - Use small, friendly numbers (e.g., 10–30).  - Clearly label or highlight the population and the sample.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: Valid Claims
Lesson Order: 216.0
Standard ID: CCSS.MATH.CONTENT.7.SP.A.1+2
Standard Description: Generalizations about a population from a sample are valid only if the sample is representative of that population.

Key Concepts:
*None specified*

Learning Objectives:
* Choose Yes/No for questions involving random/biased selection where answer is a random sample
* Choose the most representative sample for a given population in a single, familiar context by avoiding biased selection.
* Discuss the limitations and potential biases if a non-representative sample is used in a statistical study.

Assessment Boundaries:
* - Context MUST be a **real-world situation** (school, community, business, sports, city services, etc.).

  * MUST NOT be vague “researcher/model” prompts.

- Focus ONLY on:

  * **Population vs. sample**
  * **Random / representative vs. biased / unrepresentative samples**
  * Whether a **claim about a population** is **supported** by a sample (valid claim)

- Claims MUST be about the **population described in the prompt** (not about the sample itself unless explicitly asked).

- Items MAY include sample sizes and percentages, but MUST NOT require statistical formulas:

  * No margin of error, confidence intervals, p-values, hypothesis tests, standard deviation, etc.

- Core reasoning MUST reflect:

  * A sample result is an **estimate**, not an exact value for the whole population.
  * “More people” is NOT automatically “more representative” if the sample is biased or incomplete.
  * Biased or incomplete samples limit what can be concluded about the population.

- Allowed sampling descriptions (word-based, not formula-based):

  * Random sample from a complete list of the population
  * Random sample from **each group/location** (stratified / proportional coverage)
  * Systematic sample (e.g., every 10th name) ONLY if the list covers the whole population

- Common biased samples to use as distractors:

  * Convenience sample (only one place/time)
  * Voluntary response (people choose to respond)
  * Teacher/manager-selected
  * Only one subgroup (only lunch customers, only one grade, only one office)

- Supported question types:
***MCQ** 2 options yes and no in lower case
  * **MCQ**: Exactly **4 options**, exactly **1 correct**
  * **Multi-select**: “Select each correct answer.” **4–6 options**, **2–3 correct**

Common Misconceptions:
* - Assumes a larger sample is representative even when it’s from one place/time/group.
* - Confuses population and sample, treating the surveyed group as the whole population.
* - Ignores convenience or voluntary-response bias, trusting results from easy-to-reach respondents.
* - Treats a sample percent as exact for the population, not an estimate.

Difficulty Definitions:
* Easy:
  - Population is a single familiar group (one school, one team, one store).

  - One obvious random-from-all choice + 3 biased choices.

  - No percentages; focus is choosing the best sample.
* Medium:
  - Includes a sample result (percent/count) and asks what can be concluded.

  - Requires spotting a limitation (only one time period / one subgroup).

  - Distractors include “exactly” language and sample/statistic confusion.
* Hard:
  - Population is large or spread across many locations/groups.

  - Requires comparing coverage, not just sample size.

  - Multi-select includes multiple representative plans (random + stratified).

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: Making Inferences from Random Samples
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.A.2
Standard Description: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: CCSS.MATH.CONTENT.7.SP.A.2+2
Standard Description: Create multiple random samples or simulated samples of identical size to evaluate the variability in estimations and predictions from the sample data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: Likelihood of Events
Lesson Order: 217.0
Standard ID: CCSS.MATH.CONTENT.7.SP.A.2+3
Standard Description: Use data to answer questions about the likelihood of events.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how the margin of error impacts the reliability and precision of a statistical inference.
* Select exactly one true likelihood-comparison statements by comparing category counts in a frequency table from three options. The table sould have ranges not single number
* Use statistical methods to calculate the potential margin of error associated with a given set of sample data.

Assessment Boundaries:
* - Items MUST use a table of counts (category counts or range counts).

- No percent/probability computation is required; compare counts only.

- Distractors MUST be based on common misconceptions only (e.g., reversing the comparison, treating unequal counts as equal, mixing up “more” vs “less”).

- Multiselect items MUST: Include the number of correct answers in the stem, and the table MUST make exactly that many statements true (no more, no fewer).

- Use statements that are uniquely determined by the table (no ambiguous wording).

- MCQ items (when used) MUST have exactly 3 or 4 options with exactly one best answer.

Common Misconceptions:
* Assumes equal likelihood when counts are close, ignoring that any difference still determines relative likelihood.
* Compares individual category counts without combining groups when the statement requires summing multiple categories.
* Confuses larger count with certainty, believing the highest frequency guarantees that outcome will occur.
* Reverses the direction of likelihood, concluding "more likely" when the count is smaller or "less likely" when larger.

Difficulty Definitions:
* Easy:
  - Table with whole-number counts.

  - Counts are clearly different or exactly equal to make the comparison unambiguous.

  - No decimals; no multi-step work.

  - MCQ with 3 options

For statements that compare two categories/ranges, interpret wording as follows:

More likely than: true only if A>B (no ties).

Less likely than: true only if A<B (no ties).

Equally likely as: true only if the categories have exactly the same count.

  - Only one correct answer

  - Each statement MUST be determined by comparing counts in the table only (no probability/percent computation).

  - “Equally likely as”, "more likely than", "less likely than" all must appear in the options (exactly one per option).

  - Stem must conatain a table with appropriate <table></table> tags.

  - Question Patter Should be like:

The table shows the number of races in which a runner finished within each time range (in minutes).

<table style="border-collapse: collapse; width: 100%; max-width: 420px;"> <thead> <tr> <th style="border: 1px solid #000; padding: 6px; text-align: left;">Time (minutes)</th> <th style="border: 1px solid #000; padding: 6px; text-align: left;">Number of races</th> </tr> </thead> <tbody> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">18–20</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">22</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">21–23</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">18</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">24–26</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">15</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">27–29</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">9</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">30–32</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">4</td></tr> </tbody> </table> <p>Which statements about the runner’s finishing time in the next race are true? Select ***THREE*** correct answers.</p>

A. Finishing in 18–20 minutes is more likely than finishing in 30–32 minutes.
B. Finishing in 24–26 minutes is less likely than finishing in 27–29 minutes.
C. Finishing in 21–23 minutes is equally likely as finishing in 24–26 minutes.


Correct answers: A


2) The table shows the number of games in which a team’s total points were within each range.

<table style="border-collapse: collapse; width: 100%; max-width: 420px;"> <thead> <tr> <th style="border: 1px solid #000; padding: 6px; text-align: left;">Total points</th> <th style="border: 1px solid #000; padding: 6px; text-align: left;">Number of games</th> </tr> </thead> <tbody> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">90–99</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">14</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">100–109</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">18</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">110–119</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">9</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">120–129</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">3</td></tr> <tr><td style="border: 1px solid #000; padding: 6px; text-align: left;">130–139</td><td style="border: 1px solid #000; padding: 6px; text-align: left;">6</td></tr> </tbody> </table> <p>Which statements about the team’s total points in the next game are true? Select <strong>TWO</strong> correct answers.</p>

A. Scoring  points is more 120–129 likely than scoring 130–139 points.
B. Scoring 110–119 points is less likely than scoring 90–99 points.
C. Scoring 120–129 points is equally likely as scoring 130–139 points.


Correct answers: B
* Medium:
  - Given table with counts that ask which one to one inference is supported by a table, interpret option wording as follows:
More likely than: compare the two categories; true only if A > B (no ties).


Less likely than: compare the two categories; true only if A < B (no ties).


Equally likely: the categories have exactly the same count.

  - No decimals; no multi-step work.
  - Stem must conatain a table with appropriate <table></table> tags.
  - Table shows counts of items (3-5 categories).
  - Exactly one statement is true; counts must be engineered to avoid multiple truths.
  - MCQ with exactly one correct answer.
  - Allowed comparision terms more likely, less likely, equally likely
  - strictly one to one comparision
  - gramatically correct stem and options
  - pattern:

A college conducted a survey of randomly selected freshmen about their choice of major. The table shows the results of the survey.

<table style="border-collapse: collapse; width: 100%; max-width: 400px;">
  <thead>
    <tr>
      <th style="border: 1px solid #000; padding: 4px; text-align: left;">Major</th>
      <th style="border: 1px solid #000; padding: 4px; text-align: left;">Number of freshmen</th>
    </tr>
  </thead>
  <tbody>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">English</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">50</td>
    </tr>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">Science</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">35</td>
    </tr>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">Engineering</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">40</td>
    </tr>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">Business</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">45</td>
    </tr>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">Education</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">60</td>
    </tr>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">Undecided</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">50</td>
    </tr>
    <tr>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">Other</td>
      <td style="border: 1px solid #000; padding: 4px; text-align: left;">20</td>
    </tr>
  </tbody>
</table>

Which inference about all freshmen at this college is best supported by this information?
  - A. A freshman is less likely to choose English than to be Undecided.
  - B. A freshman is more likely to choose Education than to choose Science. 
  - C. A freshman is less likely to choose Business than to choose Science .
  - D. A freshman is equally likely to choose Business or English.
* Hard:
  - - 4-option MCQ: “Which statement … is true/best supported?”

  - There are 6 or 7 categories of data

  - Given a table of data, based on that data, determine which inference appears to be valid. The options are

 a) More/Less likely (A vs B): “A is more/less likely than B” means compare counts; must be strict (no ties).


 b) Two are less/more than another: “A and B are less/more likely than C” means each comparison holds (A<C and B<C).


 c) One is more/less than three (individually): “A is more/less likely than B, C, or D” means A is >/< each of B, C, and D (not a sum).


 d) “Or” combination (union vs single): “A or B is more/less likely than C” means compare A+B to C.


 e) “Or” vs “Or” (union vs union): “A or B is more/less likely than C or D” means compare A+B to C+D.


 f) Certain to select X: Only true if everyone chose X (100%).


 g) Certain to select any other than X: Only true if no one chose X (0%).


 h) Ties rule: Any “more/less likely” claim is false if counts tie.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.A
Cluster Name: Use random sampling to draw inferences about a population.
Lesson Name: Statements of Probability
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.A.2+4
Standard Description: Determine correct statements of probability regarding the likelihood of events.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate comparative likelihood statements from a 4-category count table for a random selection (least/most likely; more/less likely A vs B with strict comparisons; equally likely A vs B).
* Evaluate multiplicative likelihood statements from a 4-category count table for a random selection (k times as likely; more than/less than k times as likely) by comparing counts using simple multiplication.

Assessment Boundaries:
* - MUST use a frequency/count table with **exactly 4 categories** and **whole-number counts**.
- Context MUST indicate a **random selection of 1 item** from the set described by the table.
- MCQ MUST have **exactly 4 answer options**.
- Prompt MUST ask which statement is **true / best supported**, and MAY ask which statement is **NOT true** (as shown in the pies item).
- MUST NOT use decimals or require computing probabilities as fractions/decimals/percents.

- Allowed option types (and required interpretation rules):**

* **Least likely / most likely**

  * Least likely = category with the **smallest count** (invalid if tied).
  * Most likely = category with the **largest count** (invalid if tied).
* **More/less likely: A vs B**

  * “A is more likely than B” ⇢ **A > B** (strict; ties make it false).
  * “A is less likely than B” ⇢ **A < B** (strict; ties make it false).
* **Equally likely**

  * “A is equally likely as B” ⇢ **A = B**.
  * “Equally likely to be A, B, C, or D” ⇢ **all listed counts are equal**.
* **k times as likely**

  * “A is k times as likely as B” ⇢ **A = k × B**.
* **More than / less than k times as likely**

  * “A is more than k times as likely as B” ⇢ **A > k × B**.
  * “A is less than k times as likely as B” ⇢ **A < k × B**.
* **All others combined**

  * “A is more/less likely than all other categories combined” ⇢ compare **A** to **(total − A)**.
* **Union (OR) comparisons** (needed for the pies item)

  * “A or B … than C” ⇢ compare **A + B** to **C**.
  * “A or B … than C or D” ⇢ compare **A + B** to **C + D**.
  * Same logic applies for “equally likely” with unions (A+B equals comparator).

Common Misconceptions:
* Confuses “least likely/most likely,” choosing largest for least or smallest for most.
* Ignores “or” meaning add counts, comparing only one category in a union.
* Misapplies “k times as likely,” using k×total or k difference instead of k×count.
* Treats ties as “more/less likely,” ignoring that comparisons are strict (>) or (<).

Difficulty Definitions:
* Easy:
  - 4 categories; whole-number counts; no decimals.
  - Options limited to:

  * least/most likely (no ties),
  * more/less likely A vs B (direct compare),
  * equally likely A vs B,
  * **exact** “k times as likely” with small integer k (e.g., 2 or 4) where it’s a clean match.
  - No “all others combined.”
  - No unions (A or B) and no “more than / less than k times.”
  - Prefer “Which statement is true/best supported?” (avoid NOT true in
* Medium:
  - Includes at least one of:

  * “more than / less than k times as likely,”
  * “more/less likely than all others combined” (total − A),
  * union comparisons (A+B vs C or C+D),
  * “NOT true” prompt.
* Hard:
  - N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5
Standard Description: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Simple Probability
Lesson Order: 220.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+1
Standard Description: Determine the probabilities of simple events

Key Concepts:
*None specified*

Learning Objectives:
* Compare two probabilities using greater than, less than, or equal reasoning based on fractional quantities.
* Compute the probability of combined favorable outcomes and express the result as a fraction or percentage.
* Express the probability of a single event as a fraction of favorable outcomes over total outcomes.
* Find the probability of selecting a specified outcome from a collection of objects using favorable outcomes over total outcomes.
* Interpret the probability of spinning a number greater than or less than a given value on a numbered spinner with equal-sized sections using counts of sections.
* Select the correct statement that describes the likelihood of a single outcome on a spinner with shapes in equal-sized regions.
* Select the correct statement that represents the probability of a specified single event from a table. (Which statement about the probability of selecting _____ is true?)
* Select the correct statement that represents the probability of a specified single event. (Which statement about the probability of selecting _____ is true?)
* Select the correct statement that represents the probability of a specified single event. All probabilities are in percentages or in _ times as likely (e.g. The probability of ___ is greater than the probability of ___, The probability of ___ is __%, The probability of ___ is __ times the probability of ___)

Assessment Boundaries:
* PART 1: TABLE FORMAT (MANDATORY - READ FIRST)
Table Structure (MUST be HTML):
Tables contain 5 rows of data.
Any table appearing in the question stem MUST follow the exact HTML structure and inline style format shown below — no deviation is allowed.
Do NOT copy the values from this table, only use as as example template
"""
<h5 style="margin: 12px 0 6px; font-weight: 700;">Shape Cards</h5> <table style="border-collapse: collapse; width: 100%; max-width: 420px; border: 2px solid #000;"> <thead> <tr> <th style="border: 2px solid #000; padding: 6px 10px; text-align: left; font-weight: 700; background: #eee;"> Shape </th> <th style="border: 2px solid #000; padding: 6px 10px; text-align: left; font-weight: 700; background: #eee;"> Number of Cards </th> </tr> </thead> <tbody> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">Circle</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">8</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">Pentagon</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">12</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">Rectangle</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">10</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">Square</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">6</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">Triangle</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">4</td> </tr> </tbody> </table>
""" All events involve single-step simple probability, no conditional or compound events, no proportional comparisons (e.g., “times more likely”) and no ordering or ranking of more than two outcomes.

No use of explicit division in explanations or any use of decimals

Question options must be in one of these formats (do not copy exactly, just use as a template: 

A teacher has a container of paper clips. She will randomly select one paper clip from the container. \nThe container has 8 pink paper clips.\nThe container has 14 purple paper clips.\nThe container has 12 yellow paper clips.\nThe container has 16 blue paper clips.\n   

Which statement is true?
a) The probability of selecting ____ is ___, and the probability of selecting ____ that is not ____ is ____
b) The probability of selecting ____ is ___, and the probability of selecting ____ that is not ____ is ____
c) The probability of selecting ____ is ___, and the probability of selecting ____ that is not ____ is ____
d) The probability of selecting ____ is ___, and the probability of selecting ____ that is not ____ is ____


(Spinner with shapes) A fair spinner is divided into sections of equal size. Each section contains a picture of a diamond, a star or a triangle. Which statement about the result of spinning the arrow is true  a) It is more likely to land on a diamond than on a star
b) It is equally likely to land on a triangle, a star or a diamond
c) It is 4 times as likely to land on a diamond as it is to land on a star
d) It is less likely to land on a diamond than on a star  


(Spinner with numbers) A spinner with 6 equal sections is shown. What is the probability of spinning a number greater/less than __?

Common Misconceptions:
* Student compares counts using incorrect ratio reasoning
* Student confuses “equally likely” with “same number of favorable outcomes” even when counts differ
* Student incorrectly adds instead of counts the total number of possible outcomes
* Student uses the number of categories instead of the number of items in each category

Difficulty Definitions:
* Easy:
  Find the probability of selecting a specified outcome from a collection of objects using favorable outcomes over total outcomes.
Interpret the probability of spinning a number greater than or less than a given value on a numbered spinner with equal-sized sections using counts of sections.
MCQ Only
No percentages
* Medium:
  Express the probability of a single event as a fraction of favorable outcomes over total outcomes.
Select the correct statement that represents the probability of a specified single event.
Select the correct statement that represents the probability of a specified single event from a table.
Select the correct statement that describes the likelihood of a single outcome on a spinner with shapes in equal-sized regions.
Compare two probabilities using greater than, less than, or equal reasoning based on fractional quantities.
* Hard:
  Compute the probability of combined favorable outcomes and express the result as a fraction or percentage.
Select the correct statement that represents the probability of a specified single event when probabilities are expressed as percentages or “times as likely.”

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Understanding Experimental Probability
Lesson Order: 106.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+2
Standard Description: Calculate experimental probabilities from collected data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Predictive Analysis with Experimental Probability
Lesson Order: 107.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+3
Standard Description: Make predictions using experimental probability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Counting Outcomes in Word Problems
Lesson Order: 108.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+4
Standard Description: Determine the number of outcomes in word problems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Counting Outcomes in Compound Events
Lesson Order: 109.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+5
Standard Description: Find the number of outcomes for compound events

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Compound Event Probability
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+6
Standard Description: Calculate the probability of compound events

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Probability: Independent vs. Dependent Events
Lesson Order: 111.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.5+7
Standard Description: Calculate probabilities of independent and dependent events

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Making Predictions with Probability
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.C.6
Standard Description: Predict the approximate relative frequency given the probability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Making Predictions with Probability
Lesson Order: 222.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.6+3
Standard Description: Predict the approximate relative frequency given the probability

Key Concepts:
*None specified*

Learning Objectives:
* Calculate experimental probability for specific numeric attributes given by a specific situation. For example: A survey showed that 8 out of 20 homeowners in a neighborhood had cable television. If there were 320 homeowners in the neighborhood, how many could be expected to have cable television?<br><br> Record your answer in the box below. Be sure to use the correct place value.<br><blank>
* Calculate experimental probability for specific numeric attributes identified from a spinner diagram. Example: Identifying all "even" numbers on a spinner with eight congruent sections to predict outcomes over 120 trials.
* Calculate experimental probability for specific outcomes from a frequency table to predict large population totals. Example: Using a survey of 25 students to predict the total number of beef, chicken, or pasta meals needed for 200 students.
* Calculate experimental probability for the complement ("NOT") of a specified outcome from a sample ratio. Example: Using the fact that 12 out of 180 frogs have spots to calculate how many in a population of 1,200 do not have spots.
* Calculate experimental probability from a frequency table of recorded trials to predict the results of a specific number of future trials. Example: Using the results of 40 coin-flip trials to predict how many times "exactly two heads" will appear in the next 120 trials.
* Evaluate and compare multiple likelihood statements to identify a prediction NOT supported by experimental data. Example: Analyzing juice sale data or pie sale data to determine which specific comparative claim (e.g., "twice as likely") is mathematically incorrect.

Assessment Boundaries:
* - Students will compute experimental and predictive probability based on provided data sets, such as survey results or frequency tables from previous trials.
- All data sets represent trials where each section or event has an equal chance of occurring (e.g., congruent spinner sections or random surveys), but predictions must be based strictly on recorded outcomes.
- Predictions are derived from the frequency of observed data rather than comparing results to a theoretical ideal or a separate theoretical probability model.
- No complex multi-step or compound probability is required beyond identifying and counting specific occurrences within a single data set, such as "even numbers" or "not having spots".
- Tables and lists remain small (maximum 4-5 categories) to allow students to count and calculate ratios reliably.
- No multi-stage events or conditional probability; calculations are limited to simple proportions where a sample ratio is applied to a larger population total.

Common Misconceptions:
* Students may assume that "most likely" outcomes must occur exactly according to their sample ratio in every subsequent trial, failing to recognize that probability provides a "reasonable prediction" rather than a guaranteed result.
* Students may select the experimental frequency from the sample (e.g., 12 frogs) as the final answer instead of scaling it to the larger population (1,200 frogs).
* Students might calculate the prediction for the "included" attribute (frogs with spots) rather than the "excluded" attribute requested (frogs with NO spots).
* Students might incorrectly apply a 1:1 ratio to categories with different frequencies, such as assuming apple and pecan pies are equally likely simply because they are both in the same table.

Difficulty Definitions:
* Easy:
  - one data pair is given and one proportion solves the problem about predicting something will happen
* Medium:
  - one data pair is given and the question asks to make a prediction about something NOT happening:
 a) A table or bullets are given and the problem asks about predicting something will happen.
b) A table or bullets are given and the problem asks about predicting something will happen
* Hard:
  - Table or bullets are given and choose a correct statement based on predictions

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.7.B
Standard Description: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Experimental Probability
Lesson Order: 221.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.7.B+2
Standard Description: Calculate experimental probabilities from collected data.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate experimental probability for a specified value from a list table of recorded outcomes.
* Calculate experimental probability from a frequency table of single outcomes.
* Determine experimental probability for a specific ordered pair from recorded two-cube rolls.

Assessment Boundaries:
* PART 1: TABLE FORMAT (MANDATORY - READ FIRST)
There are 3 possible Table Structure s(MUST be HTML):
Any table appearing in the question stem MUST follow the exact HTML structure and inline style format shown below — no deviation is allowed.
Do NOT copy the values from this table, only use as as example template
"""
Frequency Table:
<h5 style="margin: 12px 0 6px; font-weight: 700;">Results</h5> <table style="border-collapse: collapse; width: 100%; max-width: 420px; border: 2px solid #000;"> <thead> <tr> <th style="border: 2px solid #000; padding: 6px 10px; text-align: left; font-weight: 700; background: #eee;"> Number on top face </th> <th style="border: 2px solid #000; padding: 6px 10px; text-align: left; font-weight: 700; background: #eee;"> Frequency </th> </tr> </thead> <tbody> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">1</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">8</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">2</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">12</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">3</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">10</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">4</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">6</td> </tr> <tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">5</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">4</td> </tr><tr> <td style="border: 2px solid #000; padding: 6px 10px; text-align: left;">6</td> <td style="border: 2px solid #000; padding: 6px 10px; text-align: center;">4</td> </tr> </tbody> </table>

Ordered Pair Table 
<table style=" border-collapse: collapse; margin: 20px 0; border: 2px solid #000; "> <tbody> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">4, 2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">5, 2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3, 1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3, 4</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2, 6</td> </tr> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1, 1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">4, 2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2, 3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3, 3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">5, 1</td> </tr> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1, 5</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">5, 2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1, 5</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1, 2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1, 5</td> </tr> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2, 4</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">4, 2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2, 4</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">5, 3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2, 4</td> </tr> </tbody> </table>

List Table
<table style=" border-collapse: collapse; margin: 20px 0; border: 2px solid #000; "> <tbody> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">5</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">4</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">6</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2</td> </tr> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">7</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">2</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">5</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">7</td> </tr> <tr> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">6</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">1</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">4</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">3</td> <td style="border: 2px solid #000; padding: 10px 14px; text-align: center;">8</td> </tr> </tbody> </table>
"""

Students will compute experimental probability only, based on collected data

All data sets represent equally likely trials, but only the recorded outcomes may be used

No theoretical probability or comparison between theoretical and experimental probability

No multi-step or compound probability beyond counting occurrences within the same data set

Tables and lists will remain small enough to count reliably (up to 30 values)

All answer options (correct + incorrect) must be simplified

Common Misconceptions:
* Student adds frequencies incorrectly or forgets to combine favorable results
* Student divides by the number of possible outcomes instead of the number of trials
* Student misreads a frequency table or miscounts values in a list
* Student uses theoretical probability instead of the experimental results

Difficulty Definitions:
* Easy:
  Frequency Table
* Medium:
  Ordered Pair
* Hard:
  List table

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Probability of Compound Events
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.A
Standard Description: Find the probability of a compound event.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Compound Probability of Independent Events
Lesson Order: 224.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.A+2
Standard Description: Find the probability of a compound event

Key Concepts:
*None specified*

Learning Objectives:
* Compute probability of an independent compound event (“AND”) where counts are specified in a table using multiplication (two actions).
* Compute the probability of an independent compound event with three actions (“all three …”) using multiplication.

Assessment Boundaries:
* - Focus: theoretical probability for compound independent events (two or more actions).
- Student uses probability as:
  - favorable outcomes ÷ total outcomes (equally likely), OR
  - count-based probability from a table/list of outcomes.
- Answer choices are fractions (simplified when possible). If a question asks for a decimal or percent, it must be directly convertible from the fraction (no rounding beyond the prompt’s instruction).
- Compound events:
  - “AND / both / from each / all” → multiply probabilities.
- Independent events:
  - The result of the first action does NOT change the second action’s outcomes.
  - Typical contexts: rolling number cubes, spinning spinners, drawing 1 item from each of two different containers, choosing 1 option from each independent category (bread/meat/cheese).

OUTPUT STYLE RULES (for generated questions)
- Use clear scenario + question prompt.
- Use “randomly” or “at random” for the selection method.
- Use unambiguous event wording:
  - “and” for intersection; 
- MCQ has exactly 4 options labeled A–D.
- Options are fractions (use inline fraction form like 1/12 in text; rendering can be LaTeX later if needed).

Common Misconceptions:
* Adds probabilities instead of multiplying for “and / from each / all”.
* Doesn’t simplify the final fraction.
* Miscounts table options (includes blank cells or uses total rows instead of non-blank entries).
* Uses the probability from only one container/one roll.

Difficulty Definitions:
* Easy:
  - Independent “AND” with two actions (multiply two simple fractions).
  - Counts are small; outcomes are obvious and equally likely.
  - MUST use tables with two outcomes only.
  - All stems must have tables with 2 event probablity.
* Medium:
  - Independent “AND” with tables and three actions (product of three simple fractions) or one thing happening multiple times (2 or 3).
  - Stems must include questions where same thing happens multiple time or has table and ask for 3 event probablity.
* Hard:
  - There’s no table but a verbal description of two different things (like two different bags), and we are asking the probability that a student will select one category from each “bag”.

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Independent and Dependent Events
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.A+3
Standard Description: Identify whether an event is independent or dependent.

Key Concepts:
*None specified*

Learning Objectives:
* Determine whether repeated actions on a spinner represent independent events.
* Determine whether repeated actions on sequential numbered cards represent independent events.
* Determine whether two events are dependent by identifying when the outcome of the first event changes the possible outcomes of the second event.
* Determine whether two events are independent by identifying when the outcome of one event does not affect the possible outcomes of the other event.

Assessment Boundaries:
* Assessment is restricted to:

Classifying whether two events are dependent or independent based on how one event affects the possible outcomes of the other

Two-event scenarios only (no chains of three or more events)

Situations where dependence or independence is determined by:

Whether events draw from a shared limited set of options or from separate, unaffected sets. Must be 3 sentences long

Contexts may include real-world or abstract situations involving:
- Separate actions taken by different people or groups (e.g., different individuals making choices that do not affect the total available options for others) 

Students are not required to calculate probabilities or use formulas

No conditional probability notation, tree diagrams, or numerical comparisons

No questions about drawing or removing amounts

Answer choices are limited to 2 options:

- dependent

- independent

Common Misconceptions:
* Distinguish between repeated actions and changing conditions
* Recognize when an object or option is replaced or not replaced
* Understand that probability experiments have outcomes
* Understand that removing an option can change future outcomes

Difficulty Definitions:
* Easy:
  - All questions are easy
* Medium:
  - N/a
* Hard:
  - N/a

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Sample Spaces for Compound Events
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.B
Standard Description: Find the sample spaces for compound events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Sample Spaces Lists
Lesson Order: 223.0
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.B+2
Standard Description: Find the sample spaces for compound events

Key Concepts:
*None specified*

Learning Objectives:
* Given the description of a simple event, select the list representing the sample space

Assessment Boundaries:
* 1 sample space event for easy questions, 2 sample space events for medium questions.
Each sample space event has up to 6 possible outcomes (e.g. 6-sided die).
Total number of possible combinations may not exceed 18 (6x3 or 3x6).
This lesson is aimed at defining the sample space; calculating probabilities is out of context

Common Misconceptions:
* Assumes outcomes can repeat only if explicitly stated, omitting valid repeated outcomes.
* Lists additional results by counting outcomes for an inverted order as well as the given order.
* Lists results from each stage separately in addition to using outcomes that combine all events.
* Omits some combinations by failing to systematically pair each outcome from both events.

Difficulty Definitions:
* Easy:
  Pick the correct list to represent the sample space of a simple event out of 4 options
* Medium:
  Pick the correct list to represent the sample space of a compound event out of 4 options
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Sample Spaces Tables
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.B+6
Standard Description: Find the sample spaces for compound events

Key Concepts:
*None specified*

Learning Objectives:
* Given a table with all combinations of a compound event, identify the value of blanks/placeholders
* Given a tree diagram, select the list representing the sample space

Assessment Boundaries:
* 2 sample space events for ALL questions.
Each sample space event has up to 6 possible outcomes  (e.g. 6-sided die).
Total number of possible combinations may not exceed 18 (6x3 or 3x6).
The total number of possible combinations may not be less than 4 (2x2).
This lesson is aimed at defining the sample space; calculating probabilities is out of context

Common Misconceptions:
* Assumes outcomes can repeat only if explicitly stated, omitting valid repeated outcomes.
* Lists additional results by counting outcomes for an inverted order as well as the given order.
* Lists results from each stage separately in addition to using outcomes that combine all events.
* Omits some combinations by failing to systematically pair each outcome from both events.

Difficulty Definitions:
* Easy:
  Pick the correct table to represent the sample space of a compound event
* Medium:
  Answer a multiple fill-in-the-blanks question to fill in the placeholders in a table with all possible combinations of a compound event
* Hard:
  N/A

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 20
Unit Name: TEKS Supplementary
Cluster ID: CCSS.MATH.CONTENT.7.SP.C
Cluster Name: Investigate chance processes and develop, use, and evaluate probability models.
Lesson Name: Sample Spaces Tree Diagrams
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.7.SP.C.8.B+7
Standard Description: Find the sample spaces for compound events

Key Concepts:
*None specified*

Learning Objectives:
* Given the description of a compound event, select the tree diagram representing the sample space

Assessment Boundaries:
* 2 sample space events for ALL questions.
Each sample space event has up to 6 possible outcomes  (e.g. 6-sided die).
Total number of possible combinations may not exceed 18 (6x3 or 3x6).
The total number of possible combinations may not be less than 4 (2x2).
This lesson is aimed at defining the sample space; calculating probabilities is out of context

Common Misconceptions:
* Assumes outcomes can repeat only if explicitly stated, omitting valid repeated outcomes.
* Lists additional results by counting outcomes for an inverted order as well as the given order.
* Lists results from each stage separately in addition to using outcomes that combine all events.
* Omits some combinations by failing to systematically pair each outcome from both events.

Difficulty Definitions:
* Easy:
  Given a tree diagram, pick the correct list to represent the sample space of a compound event with 2 stages out of 4 options
* Medium:
  Pick the correct tree diagram to represent the sample space of a compound event with 2 stages out of 4 options
* Hard:
  Pick the correct tree diagram to represent the sample space of a compound event with 3 stages out of 4 options

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 4
Unit Name: Similar Figures & Scale
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+3
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Scale Drawing Problem Solving
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+19
Standard Description: Solve word problems involving scale drawings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 4
Unit Name: Similar Figures & Scale
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+3
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Scale Factor Applications in Drawings
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+20
Standard Description: Solve problems involving scale factors in scale drawings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 4
Unit Name: Similar Figures & Scale
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+3
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Similarity and Congruence in Geometry
Lesson Order: 32.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+21
Standard Description: Identify and prove similarity and congruence in geometric figures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 4
Unit Name: Similar Figures & Scale
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+3
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Similarity in Geometry
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+22
Standard Description: Solve problems involving side lengths and angle measures of similar figures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 4
Unit Name: Similar Figures & Scale
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+3
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Scaling Effects on Perimeter and Area
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+23
Standard Description: Calculate changes in perimeter and area due to scaling

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 5
Unit Name: Conversions & Measurement
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+4
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Conversion Between Measurement Systems
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+2
Standard Description: Convert measurements between customary and metric systems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 5
Unit Name: Conversions & Measurement
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+4
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Customary Unit Conversions
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+24
Standard Description: Convert customary units of measurement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 5
Unit Name: Conversions & Measurement
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+4
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Metric Unit Conversions
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+25
Standard Description: Convert metric units

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 6
Unit Name: Rational Number Concepts
Cluster ID: CCSS.MATH.CONTENT.7.NS.A+2
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Absolute Value and Opposite Integers
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+1
Standard Description: Calculate absolute values and identify opposite integers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 6
Unit Name: Rational Number Concepts
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+5
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Classification of Rational Numbers
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+3
Standard Description: Classify rational numbers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Integer Operations
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+2
Standard Description: Solve problems involving adding and subtracting integers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Integer Operations in Word Problems
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+4
Standard Description: Solve word problems involving adding and subtracting integers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Adding and Subtracting Mixed Numbers
Lesson Order: 42.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+5
Standard Description: Solve problems involving adding and subtracting mixed numbers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Linear Expression Operations
Lesson Order: 44.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+6
Standard Description: Simplify linear expressions by adding and subtracting terms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1.B+1
Standard Description: Understand p + q as the number located a distance \(|q|\) from p, in the positive or negative direction depending on whether q is positive or negative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1.B+2
Standard Description: Show that a number and its opposite have a sum of 0 (are additive inverses).

Key Concepts:
*None specified*

Learning Objectives:
* Create and interpret real-world scenarios where two opposite quantities result in a total of zero.
* Explain the concept of additive inverses in your own words and describe the role they play in addition.

Assessment Boundaries:
* Assessment is limited to identifying and demonstrating additive inverses using integers and rational numbers represented on a number line. Real-world contexts are beyond the scope of this substandard.

Common Misconceptions:
* Learners might assume this property only applies to whole numbers and not to all rational numbers, such as fractions or decimals.
* Some students may confuse the additive inverse with the multiplicative inverse, believing that the opposite (additive inverse) of a number also means reciprocation.
* Students may think that zero is purely a placeholder with no numeric properties, thus failing to realize that any number added to its opposite equals zero.
* Students might misunderstand the concept of opposites and think that the opposite of a negative number is just a smaller negative number rather than its positive counterpart.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1.B+3
Standard Description: Interpret sums of rational numbers by describing real-world contexts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1.C+1
Standard Description: Understand the subtraction of rational numbers as adding the additive inverse, expressed as p - q = p + (-q).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1.C+2
Standard Description: Show that the distance between two rational numbers on the number line is the absolute value of their difference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1.C+3
Standard Description: Apply the principle that the distance between two rational numbers is the absolute value of their difference in real-world contexts.

Key Concepts:
*None specified*

Learning Objectives:
* Formulate expressions or equations involving absolute values of differences between rational numbers to determine solutions to practical problems.

Assessment Boundaries:
* Assessment is limited to using the absolute value of the difference to find the distance between positive and negative rational numbers on a horizontal or vertical number line in real-world situations such as temperature changes or elevation differences.

Common Misconceptions:
* Learners might wrongly assume that the distance being the absolute value of their difference is not applicable in real-world scenarios, failing to see practical applications such as calculating the difference in temperatures or elevations.
* Some students might believe that the subtraction of rational numbers does not involve the idea of distance or absolute value but rather a simple numerical difference, which could lead to errors with negative and positive numbers.
* Students may incorrectly think that the distance between two rational numbers has a direction, rather than understanding it is a non-directional, purely positive value.
* There can be confusion between the distance on a number line and the arithmetic operation of subtraction, leading students to mistakenly equate the two concepts, not recognizing the importance of the absolute value.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.2.A+1
Standard Description: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze mathematical expressions to confirm that the multiplication of rational numbers maintains consistency with established properties of operations.
* Use mathematical reasoning to deduce results of multiplying two rational numbers, underlining the importance of maintaining the distributive property.

Assessment Boundaries:
* Assessment is limited to demonstrating the extension of multiplication from fractions to rational numbers, ensuring that the distributive property is applied correctly. Real-world application or contexts are beyond the scope.

Common Misconceptions:
* Some students may not recognize the importance of maintaining the distributive property when extending multiplication to rational numbers, leading to errors in understanding products like (-1)(-1).
* Students might think that the process and rules that apply to fractions are completely different from those that apply to other rational numbers, without seeing the continuity.
* Students might wrongly assume that the rules for multiplying signed numbers do not apply when extending multiplication from fractions to all rational numbers.
* There is a misconception that multiplication by negative numbers changes all rules of multiplication, rather than extending the previous understanding of multiplication.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.2.A+2
Standard Description: Interpret the products of rational numbers by connecting them with real-world situations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze real-world problems to determine the appropriate use of multiplication with rational numbers.

Assessment Boundaries:
* Assessment is limited to interpreting products of rational numbers in simple real-world contexts, such as financial transactions, temperature changes, or elevations. The boundary does not require students to analyze complex or ambiguous situations.

Common Misconceptions:
* Some students believe that the product of two rational numbers must always be a larger value than either of the rational numbers, a misconception originating from experiences with positive integers without considering multiplication between fractions or negative numbers.
* Students may confuse the context by assuming that the product should be contextualized as separate components rather than a completed whole, which can misrepresent the intended multiplication scenario.
* Students often think that the rules for multiplying positive numbers do not apply to multiplying negatives, leading to errors in interpreting real-world contexts where negative outcomes are expected.
* There is a common misunderstanding where students perceive the multiplication of rational numbers in real-world situations as mere addition, especially when the context involves repeated quantities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.2.B+1
Standard Description: Understand and explain that integers can be divided, with the caveat that such division is valid only if the divisor is not zero.

Key Concepts:
*None specified*

Learning Objectives:
* Create contextual examples to illustrate why division by zero does not work, linking real-world applications.

Assessment Boundaries:
* Assessment is limited to understanding that integer division is only defined for non-zero divisors, with a focus on basic problems and real-world context interpretations. Complex applications or those involving algebraic expressions are beyond the scope.

Common Misconceptions:
* Some students might confuse the concept by thinking that dividing any number by a larger number should always give a result of zero, not recognizing that the result is actually a fraction less than one.
* Some students might incorrectly apply the rules for integer operations when dealing with division, leading to errors in understanding quotient signs and magnitudes.
* Students may believe that division by zero is sometimes allowed under certain conditions, failing to understand that dividing by zero is always undefined.
* There may be the misconception that the quotient of two integers is always another integer, when in fact it is a rational number if the divisor is non-zero.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.2.B+3
Standard Description: Comprehend and illustrate the rules for negative quotients of integers, simplifying the concept by establishing the equivalencies: -(p/q) = (-p)/q = p/(-q).

Key Concepts:
*None specified*

Learning Objectives:
* Interpret negative quotients within the context of a real-world scenario, explaining the meaning of the negative sign in terms of an outcome or result.

Assessment Boundaries:
* Limit assessment to understanding and applying the equivalency -(p/q) = (-p)/q = p/(-q) for negative quotients of integers in mathematical expressions and simple word problems. Interpretation in complex real-world contexts is beyond this boundary.

Common Misconceptions:
* A common misconception is that the placement of the negative sign in a fraction affects the arithmetic operation, rather than recognizing it simply signifies the overall sign of the quotient.
* Some students believe that operations with negative quotients are unique and don't follow the same arithmetic rules applied to positive numbers and fractions.
* Students may assume that a negative sign can only apply to the numerator or the denominator in a fraction, not realizing that all forms (-(p/q), (-p)/q, p/(-q)) represent the same negative quotient.
* There may be confusion when it comes to applying these concepts in real-world contexts, where students might struggle to give an accurate interpretation of negative quotients and their equivalencies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.2.B+4
Standard Description: Interpret and represent the quotients of rational numbers by connecting them to real-world examples, using appropriate models or situations to demonstrate division among integers and its outcomes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.3+2
Standard Description: Solve mathematical problems that require the subtraction of rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Solve word problems that involve subtracting rational numbers by setting up and calculating differences accurately.

Assessment Boundaries:
* Assessment is limited to solving mathematical problems involving the subtraction of rational numbers expressed as fractions or decimals. Instruction should focus on the understanding of subtraction as taking away or finding the difference, rather than using complex computations with mixed numbers or involving multiple steps.

Common Misconceptions:
* Many students do not realize that subtracting a smaller rational number from a larger one yields a positive result, and vice versa, which can lead to errors in finding differences between numbers.
* Students often confuse the subtraction of negative rational numbers with that of positive rational numbers, failing to recognize that subtracting a negative number is the same as adding its positive counterpart.
* Students often struggle with the concept of zero, misinterpreting its role in subtraction and assuming that subtracting zero changes the value of the original number.
* There is a common misconception that the order of numbers does not matter in subtraction, akin to addition, leading students to mistakenly think that subtraction is commutative when it is not.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.3+3
Standard Description: Solve mathematical problems by multiplying rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Create and solve problems that require multiplying a series of rational numbers, ensuring understanding of each step and verifying using a suitable model or tool.
* Interpret multiplication of rational numbers in a mathematical context by describing the meaning and effect of multiplying two specific rational numbers.
* Solve word problems involving multiplication of rational numbers by identifying the rational numbers and performing the multiplication accurately

Assessment Boundaries:
* Assessment is limited to multiplying positive and negative rational numbers, including fractions and decimals. Mastery does not extend to solving real-world scenarios involving these operations or applying properties of operations beyond multiplication.

Common Misconceptions:
* Some students might incorrectly apply the commutative property, assuming it does not hold when dealing with negative rational numbers.
* Students may confuse the rules of multiplying integers with the rules for multiplying rational numbers, believing that both follow the same straightforward multiplication pattern.
* Students sometimes forget that the multiplication of two negative rational numbers results in a positive product, leading to incorrect conclusions when simplifying expressions.
* There can be confusion over the placement of negative signs when multiplying two or more rational numbers, leading students to mistakenly believe the product will be negative.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.3+4
Standard Description: Solve mathematical problems involving the division of rational numbers, ensuring a non-zero divisor is involved.

Key Concepts:
*None specified*

Learning Objectives:
* Clearly articulate the role of the divisor in division operations and why it cannot be zero.
* Evaluate expressions that represent the division of rational numbers, interpreting the results in terms of real-world contexts.

Assessment Boundaries:
* Assessment is limited to solving mathematical problems that involve the division of rational numbers where the divisor is a non-zero rational number. Complex problems that require the use of complex fractions or involve multiple division steps fall outside this scope.

Common Misconceptions:
* Some students confuse the process of division with subtraction and attempt to "divide" by subtracting repeatedly, not recognizing the distinct operation of division itself.
* Students may believe that reciprocal operations or 'invert-and-multiply' do not apply to fractions or mixed numbers, leading to incorrect division results.
* Students may incorrectly think that division by any rational number is allowed without exception and forget the crucial rule that the divisor must not be zero.
* There is often a misunderstanding about the significance of a negative divisor, with students believing it makes the operation invalid or always yields a negative result regardless of the signs of the dividend and divisor.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.3+5
Standard Description: Solve real-world problems that involve adding rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a real-world scenario involving the addition of rational numbers, and justify how the addition impacts the situation.
* Create real-world scenarios that involve the addition of rational numbers and explain how changes in the rational numbers affect the outcome.
* Determine the sum of positive and negative rational numbers in a real-world problem and explain the reasoning process used to arrive at the solution.

Assessment Boundaries:
* Assessment is limited to solving real-world problems involving adding positive and negative rational numbers, including whole numbers, fractions, and decimals. Problems should not include operations beyond addition nor should they require understanding properties of operations or other mathematical concepts unrelated to addition of rational numbers, such as multiplication or division.

Common Misconceptions:
* Students may confuse the rules for adding rational numbers with those for multiplying them, especially in terms of sign handling. They may mistakenly think that adding two negative numbers results in a positive number.
* Students may struggle to connect the addition of fractions with real-world contexts, which makes it challenging for them to understand its practical applications.
* Students might think that the result of adding a positive and a negative number is always negative, not considering the magnitude of each number and the actual difference.
* Students often overlook the need for finding a common denominator when adding fractions, treating them as if they can be added directly like whole numbers or decimals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.3+6
Standard Description: Solve real-world problems that require the subtraction of rational numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.NS.A
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.3+8
Standard Description: Solve real-world problems involving the division of rational numbers, ensuring a non-zero divisor is involved.

Key Concepts:
*None specified*

Learning Objectives:
* Apply strategies to contextualize division of rational numbers in real-world scenarios, ensuring a non-zero divisor is involved.

Assessment Boundaries:
* Assessment is limited to real-world problems involving division with one positive and one negative rational number, ensuring the divisor is not zero. Division scenarios must include simple fractions or decimals. Advanced operations such as complex fractions or multi-digit decimals are beyond the scope.

Common Misconceptions:
* Some students may incorrectly apply rules for division of whole numbers to division of rational numbers, failing to consider the role of the sign or the need to invert the divisor when dividing fractions.
* Students may misunderstand that division of rational numbers is similar to division of whole numbers, leading to errors, particularly when negative numbers or fractions are involved.
* Students might think any fraction or rational number can serve as a divisor, without considering that the division by zero is undefined.
* When dividing by a fraction or a negative number, students might mistakenly reverse the divisor and dividend, not realizing the mathematical implications of such errors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 7
Unit Name: Addition & Subtraction of Rational Numbers
Cluster ID: CCSS.MATH.CONTENT.7.RP.A+6
Cluster Name: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Lesson Name: Addition and Subtraction of Rational Numbers
Lesson Order: 43.0
Standard ID: CCSS.MATH.CONTENT.7.RP.A.1+1
Standard Description: Add and subtract rational numbers

Key Concepts:
*None specified*

Learning Objectives:
* Find unit rate in a situation.
* Find unit rate in a table.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 9
Unit Name: Mixed Numbers & Complex Fractions
Cluster ID: CCSS.MATH.CONTENT.7.NS.A+3
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Conversion of Fractions and Mixed Numbers to Decimals
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+7
Standard Description: Convert fractions or mixed numbers to decimals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 9
Unit Name: Mixed Numbers & Complex Fractions
Cluster ID: CCSS.MATH.CONTENT.7.NS.A+3
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Evaluating Integer Expressions
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+8
Standard Description: Evaluate numerical expressions involving integers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: Math Grade 7 Unit 9
Unit Name: Mixed Numbers & Complex Fractions
Cluster ID: CCSS.MATH.CONTENT.7.NS.A+3
Cluster Name: Apply and extend previous understandings of operations with fractions.
Lesson Name: Simplifying Complex Fractions
Lesson Order: 52.0
Standard ID: CCSS.MATH.CONTENT.7.NS.A.1+9
Standard Description: Simplify complex fractions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: SP
Unit Name: Statistics & Probability
Cluster ID: CCSS.MATH.CONTENT.7.SP.B
Cluster Name: Draw informal comparative inferences about two populations.
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: CCSS.MATH.CONTENT.7.SP.B.3
Standard Description: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 7th Grade
Unit ID: SP
Unit Name: Statistics & Probability
Cluster ID: CCSS.MATH.CONTENT.7.SP.B
Cluster Name: Draw informal comparative inferences about two populations.
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: CCSS.MATH.CONTENT.7.SP.B.4
Standard Description: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+2
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Writing Number in Scientific Notation Word Problems
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.4+1
Standard Description: Solve word problems that involve writing numbers in scientific notation.

Key Concepts:
*None specified*

Learning Objectives:
* Given a word problem containing a number in standard form, determine the value of the
exponent when that number is written in scientific notation.

Assessment Boundaries:
* Assessment is restricted to:
- Questions must present a real-world scenario containing a very large or very small number.
- The number in the word problem must be stated in standard form (not already in scientific notation).
- Scientific notation must follow the form $a \times 10^n$, where $1 \leq a < 10$ and $n$ is an integer.
- Coefficients ($a$) must be positive values only.
- No operations between multiple numbers in scientific notation.
- No comparison of numbers in scientific notation.
- The exponent $n$ must satisfy $-6 \leq n \leq 6$.
- Large numbers must include commas for readability in the stem.
- Small numbers (less than 1) must be written with a leading zero before the decimal point.
- Word problem stems must be between 15 and 60 words.

Common Misconceptions:
* Being off by one when counting decimal places the decimal point must shift, producing an exponent that is one too high or one too low.
* Counting the total number of digits in the number rather than counting how many places the decimal point moves, leading to an incorrect exponent.
* Failing to adjust the coefficient to be between 1 and 10, resulting in an answer with an incorrect coefficient and a compensating wrong exponent.
* Using a positive exponent for numbers less than 1 (very small numbers) or a negative exponent for numbers greater than 1 (very large numbers), reversing the sign of the exponent.

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  Given a word problem containing a large or small number in standard form, convert the number to scientific notation.
The number is explicitly stated in the word problem context.
Student selects the correct scientific notation representation from four answer choices.
Requires moving the decimal point and determining the correct power of 10.
* Hard:
  Given a word problem where a number is partially expressed in scientific notation with the coefficient provided but the exponent missing.
Student must determine only the correct value of the exponent $n$.
The word problem states both the standard form number and its partial scientific notation form ($a \times 10^n$).
Requires precise decimal-place counting and understanding whether the exponent is positive or negative.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+2
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Identifying Proportional Relationships
Lesson Order: 21.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+1
Standard Description: Identify which mathematical graphs, tables or equations are proportional.

Key Concepts:
*None specified*

Learning Objectives:
* Given four graphs on coordinate planes, identify which graph represents a proportional relationship (or non-proportional linear relationship) by checking whether each line is straight and passes through the origin (0, 0).

Assessment Boundaries:
* ## COMPLEXITY CONSTRAINTS
- Tables: 3–5 rows of (x, y) pairs; x-values are integers in the range −20 to 20 (may be non-consecutive); y-values are integers or simple decimals (one decimal place) in the range −100 to 100
- Graphs: coordinate plane with axes ranging from −9 to 9 on both axes, integer-labeled gridlines, all four quadrants visible
- Equations: written in the form y = kx, y = mx + b, or equivalent un-simplified forms such as y = k(x + c) where k, m, b, and c are integers or simple fractions (halves, thirds, fourths); no multi-variable equations
- Constant functions (y = c where c is a nonzero constant) may appear as distractors
- Answer choices present at most two representation types per question (e.g., two tables, or one table and one graph — not all three types combined)

## CALCULATOR POLICY
NOTE: Although Grade 8 typically permits calculators, this standard is assessed WITHOUT calculator per STAAR specifications. All ratios must be simple enough to compute mentally or with minimal written work (e.g., 12 ÷ 3 = 4, not 847 ÷ 121).

## IN SCOPE
- Determining whether a relationship shown in a table is proportional by computing y ÷ x for each row and checking that all ratios are equal and the pattern includes (0, 0)
- Determining whether a relationship shown on a coordinate graph is proportional by checking that the graph is a straight line through the origin
- Determining whether a relationship given as an equation is proportional by checking that the equation has the form y = kx with no additive constant (may require distribution or simplification first)
- Comparing two or more representations (tables, graphs, or equations) to identify which represents a proportional or non-proportional relationship
- Recognizing that a non-proportional linear relationship (y = mx + b, b ≠ 0) has a constant rate of change but does NOT pass through the origin
- Recognizing that a constant function (y = c, c ≠ 0) is NOT proportional because the ratio y/x is not constant
- Tables and graphs where all values are zero (trivial case: y = 0 for all x) — this IS proportional

## OUT OF SCOPE
- Calculating or naming the constant of proportionality k (that is a separate standard)
- Writing equations from tables or graphs (that is a separate standard)
- Graphing relationships from equations or tables
- Non-linear relationships (quadratic, exponential, etc.) — all relationships presented are linear (or constant)
- Scatter plots or lines of best fit
- Unit rate interpretation or real-world rate applications
- Slope formula (rise/run) — identification is visual or ratio-based, not formula-based
- Proportional reasoning across different units (e.g., unit conversion)
- Vertical lines (x = c) — these are not functions and are not tested

Common Misconceptions:
* Assumes negative values of x or y make a relationship non-proportional. The student sees negative coordinates in a table or a graph extending into Quadrants II or III and concludes the relationship cannot be proportional because "proportional means positive." In reality, y = –3x is proportional (passes through the origin with constant ratio y/x = –3).

Applies to: LO-1, LO-2
* Believes any relationship with a constant rate of change is proportional. The student sees that y increases by the same amount each time x increases by 1 and concludes the relationship is proportional without checking whether the line passes through the origin. For example, the student identifies y = 3x + 2 as proportional because the rate of change is always 3, missing that the y-intercept is 2, not 0.

Applies to: LO-1, LO-2, LO-3, LO-4
* Confuses an additive relationship with a proportional relationship. The student sees that y = x + 5 produces a pattern where the difference between y and x is always 5 and interprets this constant difference as a constant ratio. The student does not distinguish between a constant difference (additive) and a constant quotient (multiplicative), leading to misidentification.

Applies to: LO-1, LO-3
* Reverses the definitions of proportional and non-proportional. The student selects a relationship that does NOT pass through the origin as proportional, or rejects a relationship that DOES pass through the origin as non-proportional. This may stem from confusing "proportional" with "linear" or misremembering which condition (origin vs. constant rate) defines proportionality.

Applies to: LO-1, LO-2, LO-3, LO-4

Difficulty Definitions:
* Easy:
  Single representation type: ONE table OR ONE graph per answer choice
Table values: x = 1, 2, 3, 4 or similar simple positive sequences; y-values are whole numbers ≤ 30
Graphs: clearly labeled integer gridlines (−9 to 9 on both axes); the line obviously passes through or does not pass through the origin
The proportional relationship has a whole-number constant ratio (y/x = 2, 3, 5, etc.)
The non-proportional relationship is clearly non-proportional: either the y/x ratios are obviously unequal OR the y-intercept is visibly nonzero (e.g., the line crosses the y-axis at 2 or higher)
One-step reasoning: check ONE condition (ratio or origin) to distinguish proportional from non-proportional
Processing time: ≤ 20 seconds
* Medium:
  Single representation type: ONE table OR ONE graph per answer choice
The non-proportional relationship has a CONSTANT rate of change (constant additive pattern) but does NOT pass through the origin — this forces students to check BOTH conditions, not just one
Table values: x-values may be non-consecutive or include negative values (e.g., −3, 1, 5, 9); y-values may be larger whole numbers (up to 100) or simple decimals (one decimal place)
Graphs: line may appear close to the origin but clearly crosses the y-axis above or below zero; axes −9 to 9
Two-step reasoning: compute ratio AND verify the origin condition
Processing time: 20–35 seconds
* Hard:
  Equations: answer choices are equations in the form y = kx, y = mx + b, y = k(x + c), or y = c; student must determine whether the equation simplifies to y = kx with no additive constant
OR mixed representations: answer choices include two different types (e.g., one table and one equation, or one graph and one equation)
Equations may use fractional coefficients (y = (2/3)x), negative coefficients (y = –4x), or un-simplified forms (y = 2(x + 4))
Non-proportional distractors include equations like y = 3x + 1 (has constant term), y = 2(x + 4) (has hidden constant term after distribution), or y = 5 (constant function)
Multi-step reasoning: evaluate each representation using the appropriate method (ratio check for tables, visual check for graphs, form check/simplification for equations)
Processing time: 35–45 seconds

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+2
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Identifying Real-World Proportional Relationships
Lesson Order: 22.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+2
Standard Description: Identify which real world graphs, tables or equations are proportional.

Key Concepts:
*None specified*

Learning Objectives:
* Determine whether a real-world relationship is proportional or non-proportional using the appropriate method:
- Tables: Check if all $y \div x$ ratios are equal
- Equations: Check if $y = 0$ when $x = 0$
- Word Problems: Check if the starting value is 0.
* Graph proportional relationships from graphs.
* Graph proportional relationships from tables.

Assessment Boundaries:
* - All problems must be set in real-world contexts (e.g., earnings, distance, cost, weight, geometric measurements)
- No abstract or decontextualized problems (e.g., "Is $y = 3x$ proportional?" without context)
- Proportional relationships have a constant ratio $y \div x$ and pass through the origin $(0, 0)$
- Non-proportional relationships have unequal ratios OR a non-zero y-intercept (when $x = 0$, $y \neq 0$)
- Include both "which IS proportional" and "which is NOT proportional" question stems
- Tables: use whole numbers; minimum 3 data points; ratios should be easy to compute mentally
- Equations: use real-world formulas (geometric formulas like circumference, perimeter, surface area); may include $\pi$ or fractions
- Word problems: describe rate of change AND starting value (or imply starting value $= 0$)
- No calculators permitted
- Numbers should be manageable for mental math or simple arithmetic

NOTATION RULES:
- $\pi$ must be symbolic (\pi in LaTeX), never approximated (no "3.14")
- Fractions use \frac{} notation (e.g., $y = \frac{1}{2}x$, not $y = 0.5x$)
- Equations in standard form: $y = kx$ (proportional) or $y = kx + b$ (non-proportional)

Common Misconceptions:
* Assumes any linear relationship is proportional, ignoring that proportional relationships must pass through the origin $(0, 0)$.
* Confuses constant rate of change with proportionality; believes a constant rate (slope) alone makes a relationship proportional, without checking the y-intercept.
* In word problems, overlooks the "starting value" or initial condition; focuses only on the rate of change without considering whether the relationship starts at zero.
* Misidentifies the y-intercept in equations; fails to recognize that a constant term (e.g., $+ 2\pi$ in $y = 2\pi x + 2\pi$) means $y \neq 0$ when $x = 0$.

Difficulty Definitions:
* Easy:
  Format: Table with real-world context (rendered in LaTeX)
NOTE: Graphs excluded by design for pipeline simplicity (STAAR allows "table OR graph")
Students identify whether a relationship IS or is NOT proportional by computing $y \div x$ ratios
Tables: 3-4 data points with whole numbers; values $\leq 100$
Each answer option contains a table with a different real-world context
Ratios should be easy to compute mentally (avoid complex division)
Single representation per question (one table per option)
* Medium:
  Format: Equations derived from real-world situations
Students substitute $x = 0$ to determine if $y = 0$
Equations involve geometric formulas (circumference: $y = 2\pi x$; surface area: $y = 2\pi x + 2\pi$)
Must recognize that equations with a constant term (e.g., $+ 2\pi$) do NOT pass through origin
May include $\pi$, fractions (e.g., $y = \frac{1}{2}x$), or whole number coefficients
4 answer options, each a different real-world equation
* Hard:
  Format: Verbal word problems only (no table, graph, or explicit equation given)
Students identify the starting value ($y$-value when $x = 0$)
Scenarios describe rate of change and starting conditions
Must identify if starting value $= 0$ (proportional) or starting value $\neq 0$ (non-proportional)
Contexts: weight gain with initial weight, earnings with base pay, water in barrels, cost per unit
4 answer options, each a different real-world scenario described in words
Requires highest level of abstraction and reasoning

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+2
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Represent Proportional Relationships
Lesson Order: 24.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+3
Standard Description: Identify which graph represents a proportional relationship in the context of a problem.

Key Concepts:
*None specified*

Learning Objectives:
* Given a table and an graph with a proportional relationship, compare the rate.
* Given an equation and a graph with a proportional relationship, compare the rate.
* Identify the graph that represents a proportional relationship given a rate or ratio context.

Assessment Boundaries:
* Assessment is restricted to:
- Multiple choice questions where each answer option displays a coordinate plane graph with a linear function
- No instructions necessary
- Allowed contexts:
  -- **Distance and time:** miles per minute, feet per second, meters per hour
  -- **Quantity and time:** customers per hour, gallons per minute, items per day
  -- **Money and items:** dollars per shirt, cost per ticket, price per pound
  -- **Ratios:** part-to-part comparisons (e.g., orange juice to pineapple juice)
  -- **Real life contexts:** real life contexts appropriate to 8th graders, reflecting typical 8th graders hobbies
- Slope Constraints:
  -- Positive slopes only (no negative rates or ratios)
  -- Slope can be integer or fraction
- Graph Display Constraints
  -- All graphs use the same axis labels and title
  -- Easy questions:
     --- Both the x-axis and y-axis with scale of 1
     --- x-axis from 0 to 10
     --- y-axis from 0 to 10
  -- Medium questions:
     --- x-axis with scale of 1
     --- x-axis from 0 to 10
     --- y-axis with scale of 5, 10 or 100
     --- If y-axis scale is 5, the range is from 0 to 50 in steps of 5
     --- If y-axis scale is 10, the range is from 0 to 100 in steps of 10
     --- If y-axis scale is 100, the range is from 0 to 1000 in steps of 100
  -- Hard questions:
     --- x-axis with scale of 1
     --- x-axis from 0 to 10
     --- y-axis with scale of 4, 6, 8 or 15
     --- If the y-axis scale is 4, the range is from 0 to 40 in steps of 4
     --- If the y-axis scale is 6, the range is from 0 to 60 in steps of 6
     --- If the y-axis scale is 8, the range is from 0 to 80 in steps of 8
     --- If the y-axis scale is 15, the range is from 0 to 150 in steps of 15

Common Misconceptions:
* Confuses which quantity belongs on which axis, selecting a graph with the x and y values swapped (e.g., chooses graph passing through (8, 1) instead of (1, 8)).
* Inverts the rate by dividing time by distance instead of distance by time.
* Reverses the ratio order when comparing two quantities (e.g., calculates pineapple ÷ orange instead of orange ÷ pineapple).
* Uses one of the given values directly as the slope without performing division (e.g., selects slope 6 for "6 miles in 48 minutes").

Difficulty Definitions:
* Easy:
  In the stimulus function, y_scale can only have the following values: 1
* Medium:
  In the stimulus function, y_scale can only have the following values: 5, 10, 100
* Hard:
  In the stimulus function, y_scale can only have the following values: 4, 6, 8, 15

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.A+2
Cluster Name: Define, evaluate, and compare functions.
Lesson Name: Identify Functions
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1+1
Standard Description: Determine whether a relation represents a function by analyzing inputs and outputs across multiple representations.

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a graph is a function.
* Determine if a set of coordinate points is a function.
* Determine if a situation description represents a function.
* Given a combination of equations, sets of coordinate points, tables, and coordinate graphs, determine which relations are functions.
* Given four mapping diagrams using only whole numbers, identify which mapping represents y as a function of x by checking that each x-value has exactly one arrow pointing to a y-value.
* Identify if a table represents a function.

Assessment Boundaries:
* Assessment is restricted to:
- Each set or table contains 4 to 5 ordered pairs.
- No graphs, equations, function notation, or algebraic expressions.

Common Misconceptions:
* Confusing input and output — checking whether each y-value is paired with a unique x-value instead of checking whether each x-value is paired with a unique y-value, which reverses the definition of a function.
* Correct classification but wrong reasoning — correctly identifying that a relation is a function but selecting a statement that gives a mathematically invalid justification (e.g., "because one y-value is associated with two x-values").
* Overlooking repeated x-values — failing to notice that an x-value appears more than once in a set with different y-values, especially when the repeated values are not adjacent or when decimals/square roots disguise the repetition.
* Thinking shared y-values disqualify a function — believing that if two different x-values produce the same y-value, the relation is not a function, which confuses the definition (different inputs CAN share the same output).

Difficulty Definitions:
* Easy:
  N/A
* Medium:
  Given four sets of ordered pairs, Mapping or Tabls using only whole numbers, identify which set represents y as a function of x by checking that each x-value is paired with exactly one y-value.
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.A+2
Cluster Name: Define, evaluate, and compare functions.
Lesson Name: Identify Functions: Graphs
Lesson Order: 35.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1+2
Standard Description: Determine whether a graph represents a function by analyzing whether each input corresponds to exactly one output.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a given function using given input for a graph.
* Evaluate a given function using given input for an equation.

Assessment Boundaries:
* Assessment is restricted to:
- All questions involve visual representations: graphs on coordinate planes, mapping diagrams, or tables.
- Stimulus (image) is required for all questions at every difficulty level.
- At Easy difficulty, answer choices include a mix of representation types (graphs combined with mapping diagrams and/or tables). At Medium difficulty, all answer choices are graphs. At Hard difficulty, a single graph is given in the question stem and answer choices are ordered pairs in text.
- Graphs may include: solid lines, line segments, rays, curves, circles, ellipses, V-shapes, X-shapes, scatter plots (discrete points), and parabolas.
- Coordinate values must be integers within $-10$ to $10$ at Easy and Medium difficulties.
- At Hard difficulty, coordinate values on the given graph may extend to $\pm20$; answer-choice ordered pairs use integers.
- No fractions or decimals in coordinates at Easy or Medium difficulty.
- No algebraic expressions, equations, function notation, or rule-based definitions.
- No "Select TWO" or multi-select format — exactly one correct answer per question.
- For "which IS a function" questions: exactly one answer choice represents a function; three do not.
- For "which is NOT a function" questions: exactly one answer choice does NOT represent a function; three do.
- Non-function representations must visibly violate the function rule (at least one x-value corresponds to two or more y-values).
- Function representations must satisfy the rule that every x-value is paired with at most one y-value.

Common Misconceptions:
* Confusing the vertical line test with the horizontal line test — checking whether horizontal lines cross the graph at more than one point instead of vertical lines, which tests for one-to-one correspondence rather than function status.
* Failing to apply the vertical line test correctly — not recognizing that a vertical line crossing a graph at two or more points means the graph does NOT represent a function, or only testing a few convenient x-values instead of the entire domain.
* Thinking a graph that curves, bends, or consists of disconnected pieces cannot be a function — believing only continuous straight lines can represent functions, when in fact any graph passing the vertical line test (including curves, V-shapes, and disconnected segments) qualifies.
* Thinking shared y-values disqualify a function — believing that if two different points on a graph share the same y-coordinate but have different x-coordinates, the relation is not a function. Different inputs CAN share the same output.

Difficulty Definitions:
* Easy:
  Mixed-Representation Function Identification
Answer choices include a mix of representation types: graphs on coordinate planes AND mapping diagrams or tables.
Graphs use solid lines, simple curves, circles, or ovals.
Mapping diagrams have 4 to 5 input-output pairings; tables have 4 to 5 rows.
Only whole-number coordinates (positive, negative, or zero) across all representations.
Question phrasing: "Which representation shows $y$ as a function of $x$?" (IS format only).
One representation is a function (correct answer); three are not functions.
* Medium:
  Graph-Only Function Identification with Vertical Line Test
All four answer choices are graphs on coordinate planes.
Graph types include: straight lines, rays, line segments, V-shapes, X-shapes, circles, ellipses, S-curves, scatter plots (discrete points), and horizontal or vertical lines.
Only whole-number coordinates.
Question phrasing alternates between "Which graph represents $y$ as a function of $x$?" (IS format) and "Which graph does NOT represent $y$ as a function of $x$?" (IS NOT format).
For IS questions: one graph passes the vertical line test (correct); three fail.
For IS NOT questions: one graph fails the vertical line test (correct); three pass.
Graphs may include disconnected pieces (separate rays, segments) and arrow endpoints indicating infinite extension.
* Hard:
  Point-Addition Reasoning on a Given Graph
A single graph (line segment, curve, or set of discrete points) is displayed in the question stem.
The student determines which ordered pair can or cannot be added to the graph while maintaining or breaking the function property.
Question phrasing: "Which ordered pair can be added to the graph so that $y$ is still a function of $x$?" or "Which ordered pair, if added to the graph, would make $y$ NOT a function of $x$?"
Answer choices are four ordered pairs presented as text.
The student must identify which x-values are already present on the graph and reason about whether adding a new point would create a repeated x-value with a different y-value.
Coordinates in the graph may extend to $\pm20$.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Classify Functions as Linear or Non-Linear
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.3+1
Standard Description: Classify functions as linear or nonlinear.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze real-world contexts to construct and interpret equations in the form y = mx + b, demonstrating understanding by predicting changes based on manipulations to m or b.
* Find the graph of given equations.
* Identify a function expression as linear or non-linear.
* Identify a function graph as linear or non-linear.

Assessment Boundaries:
* Assessment is restricted to:
- Multiple choice questions with exactly 2 answer options: "Linear" and "Nonlinear"
- No instructions necessary
- Two question types only:
  - **Graph identification:** Given a coordinate plane graph, classify as linear or nonlinear. Graphs use preset curves (1–20) and are displayed as continuous lines (Easy) or 8 discrete dots (Medium).
  - **Expression identification:** Given an algebraic expression, classify as linear or nonlinear
- Fixed question stems:
  - For graphs: "The graph shows a function. Is the function linear or nonlinear?"
  - For expressions: "Is the function y = [expression] linear or nonlinear?"
- Allowed Function Types:
  - **Linear (answer: "Linear"):**
    - y = mx + b where m and b are rational numbers (integers or fractions)
    - Constant functions y = c (equivalent to m = 0)
    - Expressions with fractional coefficients (e.g., y = x - 1/6)
    - Expressions with negative coefficients (e.g., y = -2x - 10)
    - Reordered terms (e.g., y = -7/8 + x)
  - **Nonlinear (answer: "Nonlinear"):**
    - Polynomials with degree > 1 (e.g., y = x², y = x³, y = x^10)
    - Square root functions (e.g., y = √x, y = -2√x + 3)
    - Exponential functions where x is the exponent (e.g., y = 2^x, y = 3^x)
    - Rational functions with x in denominator (e.g., y = 1/x, y = 8/5 - 1/(6x))
    - Mixed terms with linear and nonlinear components (e.g., y = (4/5)x - 2 - (6/5)x²)

Common Misconceptions:
* Assumes any equation containing fractions is nonlinear, ignoring that fractional constants don't affect linearity (e.g., classifies y = x - 1/6 as nonlinear).
* Assumes discrete points (dots) on a graph cannot represent a linear function, ignoring that collinear points still form a linear relationship.
* Classifies constant functions (y = c) as nonlinear because no x term is visible, not recognizing y = 7 as y = 0x + 7.
* Confuses exponents on coefficients with exponents on variables, misclassifying expressions like y = 3²x as nonlinear.

Difficulty Definitions:
* Easy:
  Graph-based classification only
All graphs are a coordinate plane displaying a function as a **continuous line**
* Medium:
  Graph-based classification only
All graphs are a coordinate plane displaying a function as **discrete points (dots)**: minimum of 5 dots!
* Hard:
  Expression-based classification only
Integer or fractional coefficients allowed
Linear expressions: y = mx + b form (any rational m and b, including constant functions)
Nonlinear expressions: polynomials (x², x³, x^10), square roots (√x), exponentials (2^x), rational functions (1/x)
Multiple terms allowed (e.g., y = (4/5)x - 2 - (6/5)x²)
"Disguised" linear expressions: fractions that don't affect linearity (y = x - 1/6)
Reordered terms (y = -7/8 + x instead of y = x - 7/8)

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Finding Slope from a Graph
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+1
Standard Description: Find the slope of a line from a graph.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the slope of a line from a graph on a coordinate grid where no points are explicitly labeled, requiring the student to identify two lattice points on the line and calculate the slope.
* Determine the slope of a line from a graph on a coordinate grid where two points with integer coordinates are labeled and the slope is a non-integer fraction.
* Determine the slope of a line from a graph on a coordinate grid where two points with integer coordinates are labeled and the slope is an integer value.

Assessment Boundaries:
* Assessment is restricted to:
- Questions must involve determining the slope of a straight line from a coordinate grid.
- All coordinate values on the grid must be within the range $-10$ to $10$.
- Only non-vertical straight lines (linear functions with defined slope).
- The answer must be expressed as a fraction, decimal, or integer.

Common Misconceptions:
* Computing run over rise ($\Delta x / \Delta y$) instead of rise over run ($\Delta y / \Delta x$), resulting in the reciprocal of the correct slope.
* Forgetting to account for the direction of the line — computing the absolute value of the slope instead of including the negative sign when the line slopes downward from left to right.
* Miscounting the number of grid units for the rise or the run by one, especially when the two points are far apart on the grid or when counting crosses the origin.
* Subtracting coordinates in inconsistent order — using $(y_2 - y_1)$ for the numerator but $(x_1 - x_2)$ for the denominator, which reverses the sign of the correct slope.

Difficulty Definitions:
* Easy:
  Determine the slope of a line from a graph on a coordinate grid where two points with integer coordinates are labeled and the slope is an integer value.
* Medium:
  Determine the slope of a line from a graph on a coordinate grid where two points with integer coordinates are labeled and the slope is a non-integer fraction.
* Hard:
  Determine the slope of a line from a graph on a coordinate grid where no points are explicitly labeled, requiring the student to identify two lattice points on the line and calculate the slope.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Finding Slope from Two Points
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+2
Standard Description: Find the slope of a line from two points or a table.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the slope of a line passing through two given ordered pairs with whole-number coordinates, where the slope is a positive or negative integer (no simplification required).

Assessment Boundaries:
* Assessment is restricted to:
- All coordinate values must be integers within the range $-20$ to $20$.
- The answer must be expressed as a simplified fraction, an integer, or the word "undefined."
- All fractions in answer choices must be fully simplified.
- No algebraic expressions, equations, or function notation in the question stem.

Common Misconceptions:
* Computing run over rise ($\Delta x / \Delta y$) instead of rise over run ($\Delta y / \Delta x$), resulting in the reciprocal of the correct slope.
* Confusing zero slope with undefined slope — believing a horizontal line (where $\Delta y = 0$) has an undefined slope, or that a vertical relationship (where $\Delta x = 0$) has a slope of $0$.
* Failing to simplify the resulting fraction to lowest terms, or incorrectly simplifying by canceling digits rather than dividing by the greatest common factor.
* Subtracting coordinates in inconsistent order — using $(y_2 - y_1)$ for the numerator but $(x_1 - x_2)$ for the denominator — which reverses the sign of the correct slope.

Difficulty Definitions:
* Easy:
  Calculate the slope of a line passing through two given ordered pairs with whole-number coordinates, where the slope is a positive or negative integer (no simplification required).
* Medium:
  Calculate the slope of a line passing through two given ordered pairs with integer coordinates, where the slope simplifies to a fraction or terminating decimal.
* Hard:
  Determine the slope of a line from a table of ordered pairs representing a linear relationship. The student must pick any two points from the table and apply the slope formula.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Finding Y-Intercept: Word Problems
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+5
Standard Description: Solve real world problems involving finding the y-intercept from a graph or a table.

Key Concepts:
*None specified*

Learning Objectives:
* Given a table showing a linear relationship (x ≠ 0) with an accompanying graph for scaffolding, calculate the y-intercept by finding the rate of change and working backward, then interpret its meaning in context.

Assessment Boundaries:
* COMPLEXITY CONSTRAINTS
- Tables must have 4-5 rows of data
- Tables should NOT include the value where x = 0 (y-intercept must be calculated, not directly read)
- All values should be positive (no negative amounts)
- Rate of change (slope) and totals may include decimals (per STAAR G8.2018 Q18 which uses $3.75 per class)
- Y-intercept values should be reasonable for context (≤$200 for savings, ≤$100 for fees)
- Y-intercept should be a whole number for clean calculations
- For Easy (graph): Y-intercept must land on grid intersection (students read directly)

CALCULATOR USAGE (8th Grade)
Per Worked Examples BrainLift: Calculator is ASSUMED for 8th grade.
- Do NOT mention the calculator in explanations
- DO show the rate of change formula with fraction steps
- DO use a table-style breakdown for the initial amount calculation
- Format per article: formula → fraction → result, then table breakdown

IN SCOPE
- Finding y-intercept from graphs where the line crosses the y-axis (Easy)
- Finding y-intercept from tables where x = 0 is NOT given (Medium)
- Interpreting y-intercept as "initial amount," "starting value," "membership fee," or "fixed cost" in context
- Calculating rate of change (slope) to work backward to y-intercept
- Real-world linear relationship contexts: savings, costs, fees, distances, quantities
- Tables showing linear relationships (constant rate of change)
- Graphs showing linear relationships (Easy difficulty only)

OUT OF SCOPE
- Finding y-intercept directly from an equation (this is a prerequisite skill)
- Tables where x = 0 is explicitly given (no calculation required)
- Non-linear relationships
- Negative y-intercepts (no debt, negative starting values)
- Finding slope as the primary task (this is a different LO)
- Writing equations in slope-intercept form (separate standard)
- Systems of equations
- Graphing from tables (separate standard)

Common Misconceptions:
* Confusing slope with y-intercept

Students may correctly calculate the rate of change but report it as the answer when asked for the initial amount. For example, finding the slope is $30/month and selecting $30 as the initial amount.

Distractor pattern: Include the slope value as an answer option.
* Dividing total by first x-value instead of calculating slope

Students may divide the first y-value by the first x-value to find what they think is the "per unit" rate or initial amount. For example, with (5, 225), students calculate 225 ÷ 5 = 45 and incorrectly use this value.

Distractor pattern: Include the quotient of the first row's y-value divided by its x-value.
* Taking the first table value as the initial amount

Students often assume the first y-value in the table represents the initial amount (y-intercept). For example, if the table shows (5, 225), students incorrectly identify $225 as the initial amount instead of recognizing this represents the total after 5 time periods.

Distractor pattern: Use the y-value from the first row of the table as an answer option.
* Using raw y-difference without dividing by x-difference

Students may subtract consecutive y-values but forget to divide by the change in x. For example, calculating 285 - 225 = 60 and using $60 as the rate of change or initial amount, when the actual rate is 60 ÷ 2 = 30.

Distractor pattern: Include the raw difference between two y-values.

Difficulty Definitions:
* Easy:
  Context includes a GRAPH showing the linear relationship
Y-intercept is visually identifiable on the graph (line crosses y-axis at a labeled point)
Two-step: Read y-intercept from graph, state meaning in context
Numbers: y-intercept ≤ $100, slope may be decimal (calculator assumed)
Task: Identify what the y-intercept represents in context
* Medium:
  Context uses a TABLE only (no graph)
Table does NOT include x = 0; student must calculate backward
Three-step process:
1. Find the rate of change (using formula with fractions)
2. Use formula: Initial amount = Total − (Rate of change × x) with table breakdown
3. State the answer in context
Numbers: y-intercept ≤ $200, slope may be decimal (per STAAR G8.2018 Q18: $3.75/class)
STAAR-aligned format (matches G8.2023 Q32, G8.2018 Q18)
* Hard:
  Not applicable - STAAR only assesses Easy and Medium for this standard.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Writing an Equation for a Line from a Table
Lesson Order: 44.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+6
Standard Description: Write an equation for a line from a table.

Key Concepts:
*None specified*

Learning Objectives:
* Write the slope-intercept equation of a line from a table

Assessment Boundaries:
* - Linear functions in slope-intercept form: y = mx + b only
- Tables contain exactly 4 rows of (x, y) coordinate pairs
- x-values are consecutive integers (e.g., 3, 4, 5, 6 or 1, 2, 3, 4)
- All x and y values are integers; no decimals or fractions in table values
- Slope (m) is a whole number from 1 to 10 (positive values only for this lesson)
- y-intercept (b) is a whole number from 1 to 50
- y-values in table range from 1 to 100
- No negative slopes, negative y-intercepts, or negative coordinates
- No horizontal lines (m = 0) or vertical lines
- Coefficient of 1 for x may be written as "x" not "1x" in final answer (e.g., y = x + 27)
- No real-world context; tables presented as abstract (x, y) coordinate pairs
- No graphing required; assessment is purely algebraic from tabular data
- Calculator use is NOT permitted for this lesson

Common Misconceptions:
* Calculates slope as y ÷ x using a single point instead of (change in y) ÷ (change in x) between two points.
* Identifies the correct slope but adds or subtracts x and y values arbitrarily to find b instead of solving algebraically.
* Substitutes values incorrectly when solving for b, swapping the positions of x and y or m and b.
* Uses the first y-value in the table as the y-intercept without calculating, ignoring that x ≠ 0.

Difficulty Definitions:
* Easy:
  y-intercept (0, b) is explicitly included as one of the 4 rows in the table
Student identifies m from the pattern and reads b directly from the table
Slope m is 1, 2, or 3
y-intercept b is between 1 and 20
x-values start at 0 (e.g., 0, 1, 2, 3)
* Medium:
  y-intercept is NOT included in the table; must be calculated algebraically
Student must substitute m and a known (x, y) point into y = mx + b and solve for b
Slope m is 1 to 5
y-intercept b is between 1 to 50
x-values do NOT start at 0 (e.g., 3, 4, 5, 6 or 5, 6, 7, 8)
* Hard:
  Not assessed for this lesson per TEKS 8.5I scope.
Hard complexity elements (negative slopes, fractional slopes, non-consecutive x-values requiring Δy/Δx calculation) are assessed through related standards such as TEKS 8.5B.
Per STAAR guidance, this standard assesses foundational linear function skills with positive integer values only.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Writing an Equation for a Line from a Graph
Lesson Order: 45.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+7
Standard Description: Write an equation for a line from a graph.

Key Concepts:
*None specified*

Learning Objectives:
* Write the equation of a line in slope-intercept form from its graph

Assessment Boundaries:
* COMPLEXITY CONSTRAINTS
- Coordinate grid range: −9 to 9 on both axes (integer tick marks labeled)
- Lines must pass through at least two clearly identifiable lattice points (integer coordinates), both with absolute values ≤ 8
- y-intercept must fall on an integer value on the y-axis
- Slopes limited to: integers (e.g., 2, 3, 4, −1, −2, −3) and unit fractions (e.g., 1/2, 1/3, 1/4, −1/2, −1/3, −1/4) and their negatives
- Slopes that are non-unit fractions (e.g., 2/3, 3/4, 5/2) are NOT allowed — only integer or 1/n where n is a single digit
- Final equation must be in slope-intercept form: y = mx + b
- Coefficients in final equation: integers or simplified fractions only (no decimals)

IN SCOPE
- Lines with positive slopes
- Lines with negative slopes
- y-intercepts that are positive, negative, or zero
- Slopes that are integers or unit fractions (1/n form where n is a single digit)
- Reading the y-intercept directly from where the line crosses the y-axis
- Calculating slope using rise/run between two lattice points on the line

OUT OF SCOPE
- Horizontal lines (slope = 0)
- Vertical lines (undefined slope)
- Point-slope form or standard form (Ax + By = C)
- Writing equations from two given points without a graph
- Writing equations from a table of values
- Parallel/perpendicular line relationships
- Decimal coefficients in the final equation
- Graphs without gridlines or without labeled axes

Common Misconceptions:
* Combines both errors: inverted slope and x-intercept used as y-intercept
* Confuses the x-intercept with the y-intercept when identifying the value of b
* Inverts the slope by dividing change in x by change in y instead of change in y by change in x
* Reads a line rising left-to-right as negative slope or falling left-to-right as positive slope

Difficulty Definitions:
* Easy:
  y-intercept is clearly visible at a lattice point on the y-axis
Two lattice points on the line are easily identifiable (no estimation needed)
Slope is an integer (e.g., 4, −2, 3) or a unit fraction (e.g., 1/4, −1/3)
Rise and run are both single-digit values
Line is drawn clearly on a standard coordinate grid with labeled integer tick marks
Single procedure: identify b from y-axis crossing → pick two lattice points → compute m = rise/run → write y = mx + b
Processing time: ≤ 20 seconds for a prepared student
* Medium:
  N/A
Rationale: The single available STAAR reference (G8.2018 Q11) demonstrates a one-procedure task with no multi-step reasoning. No STAAR examples exist at higher complexity for this specific skill. Per TEKS Guidelines, Hard = hardest STAAR example, and this question IS the ceiling.
* Hard:
  N/A
Rationale: Same as Medium. Would require multi-step reasoning or additional concepts (e.g., deriving equation from non-graphical inputs, combining with parallel/perpendicular relationships) not demonstrated in released STAAR items for this standard.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Transformations
Lesson Order: 73.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+1
Standard Description: Identify if a transformation shown is a translation, rotation, reflection or dilation.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the image corresponding to the transformation: translation, rotation, reflection, or dilation.
* Identify the type of transformation: translation, rotation, reflection, or dilation.

Assessment Boundaries:
* Assessment is restricted to:
- Identification of transformation type between: translation, rotation, reflection, dilation
- All shape vertices located at integer coordinates
- Question formats:
  -- Easy questions:
    --- MCQ with 4 text options: "Translation", "Rotation", "Reflection", "Dilation"
    --- Strict stem: "What is the type of transformation shown?"
    --- COORDINATE CONSTRAINTS FOR STIMULUS:
      ---- For dilation with scale_factor 2: preimage_x and preimage_y must both be 0 or 1 (to keep the dilated image within [-10, 10]).
      ---- ALL shapes must be placed so the entire preimage stays within one quadrant (all vertices > 0 or all vertices < 0 on both axes). Use preimage_x >= 1 and preimage_y >= 1.
      ---- For reflections: the reflected image will be in the opposite quadrant, so the one-quadrant constraint does NOT apply to the image -- only the preimage must be in one quadrant.
  -- Medium questions:
    --- MCQ with 4 image options
    --- Strict stem: "Look at this shape. Which image shows a [translation/rotation/reflection/dilation]?"
- Shape types allowed (all 20 preset shapes are asymmetric so transformations are visually distinguishable):
  -- Triangles (IDs 1-4): 3 vertices each
  -- Quadrilaterals (IDs 5-10, 19): 4 vertices each
  -- Pentagons (IDs 11-14, 20): 5 vertices each
  -- L/step shapes (IDs 15-18): 6 vertices each
- Shape ID mapping (the `shape` field in stimulus_description maps to GRID_SHAPE_TEMPLATES):
  -- Triangles:
    --- 1 = Right triangle: (0,0),(2,0),(0,3)
    --- 2 = Scalene triangle: (0,0),(3,0),(1,2)
    --- 3 = Right triangle v2: (0,0),(3,0),(0,2)
    --- 4 = Wide scalene: (0,0),(4,0),(1,2)
  -- Quadrilaterals:
    --- 5 = Asymmetric trapezoid: (0,0),(3,0),(2,2),(0.5,2)
    --- 6 = Parallelogram-ish: (0,0),(2,0),(3,1),(1,2)
    --- 7 = Flag: (0,0),(3,0),(3,2),(0,1)
    --- 8 = Right trapezoid: (0,0),(3,0),(3,2),(1,2)
    --- 9 = Slanted parallelogram: (0,0),(2,0),(3,1.5),(1,1.5)
    --- 10 = Irregular quad: (0,0),(3,0),(2,2),(0,3)
  -- Pentagons / houses:
    --- 11 = Asymmetric house: (0,0),(3,0),(3,2),(1,3),(0,2)
    --- 12 = Irregular pentagon: (0,1),(1,0),(3,0),(3,2),(1,3)
    --- 13 = Pentagon v2: (0,0),(2,0),(3,1),(2,3),(0,2)
    --- 14 = Pentagon v3: (0,0),(2,0),(3,1),(1.5,3),(0,1.5)
  -- L / step shapes:
    --- 15 = L-shape: (0,0),(1,0),(1,1),(2,1),(2,3),(0,3)
    --- 16 = Reverse L: (0,0),(2,0),(2,2),(1,2),(1,1),(0,1)
    --- 17 = Notched rectangle: (0,0),(2,0),(2,1),(3,1),(3,3),(0,3)
    --- 18 = Step: (0,0),(3,0),(3,1),(2,1),(2,2),(0,2)
  -- Misc:
    --- 19 = Kite variant: (0,1),(2,0),(3,1),(2,2.5)
    --- 20 = Arrowhead: (0,0),(1,0),(2,1),(1.5,2.5),(0,1)
- Transformation Constraints
  -- Translation: integer unit shifts only (2-5 units); cardinal directions for EASY, diagonal allowed for MEDIUM
  -- Rotation: 90°, 180°, or 270° only; about the origin for EASY, variable center for MEDIUM
  -- Reflection: over x-axis or y-axis for EASY; over x-axis, y-axis, y=x, or y=-x for MEDIUM
  -- Dilation: scale factor 2 only for EASY; scale factors 2, 3 for MEDIUM; center at origin. Scale factors 1/2 and 1/3 are NOT allowed because they produce non-integer image vertices with the available shape templates.

Common Misconceptions:
* Confuses dilation with translation when the shape appears to have moved and changed size, not recognizing that dilation changes size while translation only changes position.
* Confuses reflection with rotation when the shape appears flipped, not recognizing that reflection creates a mirror image while rotation turns the shape around a point.
* Identifies translation as the transformation when the shape only changes size, confusing sliding motion with dilation (enlargement or reduction).
* Misidentifies a 180° rotation as a reflection, since both can produce shapes that appear upside down or reversed.

Difficulty Definitions:
* Easy:
  MCQs with 4 transformation types as answer options: "Translation", "Rotation", "Reflection", "Dilation"
Allowed shapes: irregular triangles, irregular shapes, trapezoids
* Medium:
  MCQs with 4 images as answer options showing each transformation type
Allowed shapes: irregular triangles, irregular shapes, trapezoids
* Hard:
  NA

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Algebraic Rules for Transformations
Lesson Order: 74.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+2
Standard Description: Identify the graph that represents the transformation given by an algebraic rule.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the graph that represents the result of applying an algebraic transformation rule to a triangle.

Assessment Boundaries:
* Assessment is restricted to:
- MCQ with exactly 4 image options (A, B, C, D); ordering may vary — use ANSWER_NUMBER to place the correct answer
- Question stem shows original labeled triangle on a coordinate grid
- Each answer option shows a transformed triangle with primed vertex labels (e.g., H', J', K')
- Transformation rule given algebraically in the form $(x, y) \rightarrow (\text{expression})$
- All vertices at integer coordinates

## Shape ID Mapping

The `shape` field in `stimulus_description` is a numeric ID (1-10), not a vertex count. All are scalene triangles:
- 1 = (0,0), (3,0), (1,4)
- 2 = (0,0), (4,0), (1,3)
- 3 = (0,0), (3,0), (0,2)
- 4 = (0,0), (2,0), (1,3)
- 5 = (0,0), (4,0), (2,3)
- 6 = (0,0), (3,0), (2,4)
- 7 = (0,0), (2,0), (0,3)
- 8 = (0,0), (4,0), (3,2)
- 9 = (0,0), (3,0), (3,2)
- 10 = (0,0), (2,0), (3,3)

## Allowed Transformation Rules

### Reflections and Rotations
| Rule | Meaning |
|------|---------|
| $(x, y) \rightarrow (-x, y)$ | Reflect over y-axis |
| $(x, y) \rightarrow (x, -y)$ | Reflect over x-axis |
| $(x, y) \rightarrow (-x, -y)$ | Rotate 180° about origin |
| $(x, y) \rightarrow (y, x)$ | Reflect over line y = x |
| $(x, y) \rightarrow (-y, -x)$ | Reflect over line y = -x |
| $(x, y) \rightarrow (y, -x)$ | Rotate 90° clockwise |
| $(x, y) \rightarrow (-y, x)$ | Rotate 90° counterclockwise |

### Translations
| Rule | Meaning |
|------|---------|
| $(x, y) \rightarrow (x + a, y + b)$ | Shift by (a, b) |

Constraint: |a| ≤ 3 and |b| ≤ 3, integer values only.

### Dilations
Dilations are **allowed** for this standard. Only factors of 2. $(x, y) \rightarrow (2x, 2y)$

## Coordinate Grid Constraints
- Grid spans [-7, 7] on both axes with integer grid lines
- Axes labeled with x and y
- Vertices marked with dots and labeled

## Exclusions
- No mixed transformations (e.g., no rules like $(2x + 3, y)$)
- No non-integer coefficients or shifts
- No |coefficient| > 3
- No compositions of multiple rules
- No questions asking students to write the rule
- No questions with more than one correct answer

Common Misconceptions:
* Applies the translation rule with reversed signs, shifting right instead of left or up instead of down.
* Confuses 90° rotation (-y, x) with 270° rotation (y, -x), selecting the triangle rotated in the wrong direction.
* Confuses dilation (2x, 2y) with translation, thinking the shape should slide rather than scale from the origin.
* Confuses reflection over y-axis (-x, y) with reflection over x-axis (x, -y), selecting a triangle flipped over the wrong axis.

Difficulty Definitions:
* Easy:
  Single transformation rule given in algebraic form (x, y) → (expression)
Pure transformations only: reflections, translations, or dilations (no mixing)
Reflection rules: (-x, y), (x, -y), (-x, -y), (y, x), (-y, -x), (y, -x), (-y, x)
Translation rules: (x + a, y + b) where |a| ≤ 3 and |b| ≤ 3
Dilation rules: (cx, cy) where |c| ≤ 3 and c is a non-zero integer
Original triangle shown with labeled vertices (e.g., H, J, K)
Four answer options showing different transformation results with primed labels (H', J', K')
Distractors based on common misconceptions:
Wrong axis reflection (confusing x-axis with y-axis)
180° rotation interpretation instead of reflection
Coordinate swap error
Reverse application of rule
* Medium:
  NA
* Hard:
  NA

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Translations: Graphing from PreImages and Given Rules
Lesson Order: 69.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+1
Standard Description: Graph the results of a translation given the preimage and the verbal rule.

Key Concepts:
*None specified*

Learning Objectives:
* Select the correct translated image of a polygon from graph options, given the preimage and a verbal translation description.

Assessment Boundaries:
* Assessment is restricted to:
- Translations only on the coordinate plane (no rotations, reflections, or dilations)
- Integer shifts: translate_x and translate_y values in the range 1–6 (absolute value)
- Both cardinal (horizontal-only, vertical-only) and diagonal translations allowed
- Polygons with 3 to 5 sides as preimages, all vertices at integer coordinates
- All translated vertices must remain within the visible coordinate grid range
- One translation transformation per item
- Question formats:
  -- Easy questions:
    --- MCQ with 4 image answer options
    --- Stem describes the translation verbally: "Which of the following graphs shows [polygon] translated [N] units to the [direction] and [M] units [direction]?"
    --- Distractors use wrong translations
  -- Medium questions:
    --- Text entry (coordinate entry)
    --- Stem describes the translation verbally: "[Polygon] is translated [N] units to the [direction] and [M] units [direction]. Write the coordinates of the translated vertices."
    --- Student writes ordered pairs for each translated vertex
    --- Stimulus function: draw_coordinate_plane_pt_distance (polygon mode) showing preimage only
  -- Hard questions:
    --- Text entry (coordinate entry)
    --- Stem gives algebraic rule: "[Polygon] is translated using the rule (x, y) → (x + a, y + b). Write the coordinates of the translated vertices."
    --- Student writes ordered pairs for each translated vertex
    --- Stimulus function: draw_coordinate_plane_pt_distance (polygon mode) showing preimage only

Translation rule: (x, y) → (x + a, y + b) where:
- Right = positive a (add to x)
- Left = negative a (subtract from x)
- Up = positive b (add to y)
- Down = negative b (subtract from y)

Coordinate constraints:
- All preimage vertices at integer coordinates
- All translated vertices at integer coordinates
- Easy: preimage within [-7, 7] on both axes (draw_labeled_transformation range)
- Medium/Hard: preimage within [-10, 10] on both axes (draw_coordinate_plane_pt_distance range)
- Translated image must also stay within the visible grid range

Common Misconceptions:
* Students add the horizontal shift to the y-coordinate or the vertical shift to the x-coordinate, mixing up which coordinate corresponds to which direction.
* Students apply the translation correctly to one or two vertices but make arithmetic errors on the remaining vertices, producing an incorrectly shaped image.
* Students interpret the algebraic rule (x, y) → (x + a, y + b) by substituting the coordinate values into a and b instead of adding a to x and b to y.
* Students reverse the sign of the shift — for example, translating "3 units to the right" by subtracting 3 from x instead of adding 3, or translating "up" by subtracting from y.

Difficulty Definitions:
* Easy:
  MCQ with 4 image answer options.
Preimage shown on coordinate grid.
Translation described in VERBAL form: "translated [N] units to the [direction] and [M] units [direction]."
Student selects which graph correctly shows the translated image.
Distractors include wrong-direction translations
* Medium:
  Text entry (coordinate entry).
Preimage shown on coordinate grid.
Translation described in VERBAL form: "[N] units to the [direction] and [M] units [direction]."
Student writes the coordinates of each translated vertex as ordered pairs.
* Hard:
  Text entry (coordinate entry).
Preimage shown on coordinate grid.
Translation given as ALGEBRAIC RULE: (x, y) → (x + a, y + b).
Student writes the coordinates of each translated vertex as ordered pairs.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Translations: Writing the Algebric Rule from Graphs
Lesson Order: 70.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+2
Standard Description: Write the algebraic rule for a translation given a graph and a verbal rule.

Key Concepts:
*None specified*

Learning Objectives:
* Given the preimage and image, determine which reflection took place.
* Reflect across the x-axis and the y-axis in the same problem.
* Reflect across the x-axis.
* Write the algebraic rule for a translation given a graph or verbal description.

Assessment Boundaries:
* Assessment is restricted to:
- MCQ with exactly 4 options
- Answer options are algebraic rules: translation rules $(x \pm a, y \pm b)$, and for Easy distractors also dilation $(ax, by)$ or reflection $(-x, y)$, $(x, -y)$
- Correct answer is always a translation rule
- Translation amounts: $|a| \leq 6$ and $|b| \leq 6$, integers only
- Coordinate grids symmetric around the origin, spanning [-8, 8]
- All shapes are triangles with labeled vertices (the stimulus function only supports triangle presets)
- STAAR formatting: all numbers in stems written as numerals (e.g., "5 units"), never spelled out (e.g., "five units")

## Stimulus Rendering (`include_transformed_shape` semantics)

The `stimulus_description` is a parametric rendering schema processed by `draw_translation_pair`. It ALWAYS produces a coordinate-grid image showing the original triangle. The `include_transformed_shape` field controls whether the **translated copy** of the triangle appears in the rendered image:
- `include_transformed_shape: true` = draw both the preimage (solid blue) AND the translated image (dashed green)
- `include_transformed_shape: false` = draw ONLY the preimage (solid blue); the translated result is NOT drawn

In both cases, the coordinate grid with axes, grid lines, tick labels, and the original triangle IS always rendered as the student-facing stimulus. `include_transformed_shape` only controls whether the translation result also appears.

When validating stimulus completeness, treat the parametric fields as sufficient — the rendering function produces the actual student-facing image.

## Question Formats by Difficulty

### EASY Type A (Verbal Description Given, Both Shapes Shown)
- `include_transformed_shape: true` — stimulus shows BOTH original and transformed triangles
- Question stem provides verbal description of translation with numerals (e.g., "6 units left, 4 units up")
- Triangles with labeled vertices (e.g., R, S, T and R', S', T')
- Distractors include dilation rules (e.g., $(6x, -4y)$) to test translation vs scaling confusion
- Student converts verbal description to algebraic rule, with visual confirmation on the grid

### EASY Type B (No Verbal Description, Both Shapes Shown)
- `include_transformed_shape: true` — stimulus shows BOTH original and transformed triangles
- Question stem does NOT provide verbal description
- Triangles with labeled vertices
- Distractors include reflection rules (e.g., $(x, -y)$, $(-x, y)$) to test translation vs reflection confusion
- Student must analyze graph to determine translation direction and amount

### MEDIUM (Verbal Description Given, Preimage Only)
- `include_transformed_shape: false` — stimulus shows ONLY the original triangle (preimage)
- Question stem provides verbal description of translation with numerals (e.g., "3 units to the left and 5 units down")
- Triangles with labeled vertices (e.g., J, K, L)
- All distractors are translation rules with sign errors only

## Vertex Labeling
- All difficulties use triangles with labeled vertices (e.g., R, S, T)
- EASY: transformed triangle also labeled with primed letters (R', S', T')
- MEDIUM: no transformed triangle shown

## Exclusions
- Non-translation transformations as the correct answer
- Non-integer translation amounts
- $|a| > 6$ or $|b| > 6$
- Questions asking to identify transformation type (covered in other standards)
- Questions where students must draw or plot the transformed shape
- Questions with more than one correct answer
- Spelled-out numbers in stems (must use numerals per STAAR format)
- Non-triangle polygon types (the stimulus function only supports triangles)

Common Misconceptions:
* Applies the shift to the wrong coordinate, selecting (x - 7, y) when the shape moved vertically instead of horizontally.
* Confuses translation (adding/subtracting) with dilation (multiplying), selecting rules like (6x, 4y) instead of (x + 6, y + 4).
* Confuses translation with reflection, selecting rules like (x, -y) or (-x, y) when the shape simply moved without flipping.
* Reverses the sign convention, thinking "left" means add to x and "down" means add to y, resulting in opposite signs.

Difficulty Definitions:
* Easy:
  Stimulus shows BOTH original and transformed triangles on the same coordinate grid
Original triangle labeled (e.g., R, S, T), transformed labeled with primes (R', S', T')
Two sub-types:
Type A: Verbal description given (e.g., "6 units left, 4 units up")
Type B: No verbal description (student analyzes graph)
Translation amounts: |a| ≤ 6, |b| ≤ 6
Distractors include non-translation rules:
Dilation rules like (6x, -4y) for Type A
Reflection rules like (x, -y) or (-x, y) for Type B
* Medium:
  Stimulus shows ONLY the original polygon (no transformed shape)
Verbal description always given (e.g., "1 unit left, 10 units down")
Polygon types: Pentagon, quadrilateral, hexagon (not just triangles)
Vertices marked with dots only (no letter labels)
Translation amounts: |a| ≤ 6, |b| ≤ 6
All distractors are translation rules with sign errors only
* Hard:
  NA

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Translations: Description to Algebraic Rule
Lesson Order: 71.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+3
Standard Description: Write the algebraic rule for a translation given a verbal rule.

Key Concepts:
*None specified*

Learning Objectives:
* Given the preimage and image, identify which rotation took place.
* Rotate 180 degrees about the origin (clockwise or counterclockwise).
* Rotate 270 degrees about the origin (clockwise or counterclockwise).
* Rotate 90 degrees about the origin (clockwise or counterclockwise).
* Write the algebraic rule for a translation given a verbal description.

Assessment Boundaries:
* Assessment is restricted to:
- MCQ with exactly 4 text answer options (A, B, C, D); ordering may vary — use ANSWER_NUMBER to place the correct answer
- Answer options are algebraic translation rules
- Translations only — no reflections, rotations, or dilations
- All translation amounts are integers

## Question Formats by Difficulty

### EASY
- Verbal description with concrete numbers
- Stem names a shape and states the translation amounts and directions
- Answer is a **general rule**: $(x, y) \rightarrow (x \pm a, y \pm b)$
- Translation amounts: $|a| \leq 6$, $|b| \leq 6$
- No specific starting point is given

### MEDIUM
- Verbal description with concrete numbers AND a specific starting point
- Stem names a shape, gives a feature at specific coordinates (e.g., "center at $(-4, 7)$"), and states the translation
- Answer includes **both** the general rule AND the computed new coordinates of the feature
- Answer format: "The rule is $(x, y) \rightarrow (x \pm a, y \pm b)$ and the new [feature] is $(x_0 \pm a, y_0 \pm b)$"
- Translation amounts: $|a| \leq 6$, $|b| \leq 6$
- Starting coordinates: integers in range $[-8, 8]$

### HARD
- Verbal description using **variables** instead of numbers
- Stem names a shape, gives a feature at specific coordinates, and states the translation in terms of variables (e.g., "$p$ units to the right and $v$ units down")
- Answer applies the variable rule **to the specific point**
- Answer format: $(x, y) \rightarrow (x_0 \pm \text{var}_1, y_0 \pm \text{var}_2)$
- Starting coordinates: integers in range $[-8, 8]$

## Shape Variety

Use varied shape names across questions:
- Quadrilateral, trapezoid, triangle, rectangle, parallelogram, pentagon, hexagon
- Circle (for MEDIUM/HARD where center point is mentioned)

## Distractor Patterns

All difficulties use sign-error distractors:
- **Sign reversal**: opposite signs on both components
- **Swapped values**: translation amounts assigned to the wrong coordinate
- **Single sign error**: one correct sign, one wrong
- **HARD only**: variable sign errors ($+p$ vs $-p$, $+v$ vs $-v$)

## Exclusions
- No questions with images or graphs (purely verbal/text)
- No non-integer translation amounts
- No mixed transformations
- No questions asking to identify the transformation type
- No questions where students find the translation amounts from coordinates

Common Misconceptions:
* Confuses the direction of variable application, using -p for "p units right" instead of +p when working with variables.
* Misapplies the rule to specific coordinates, forgetting that "down" means subtract from y even when starting from a positive y-value.
* Reverses the sign convention, thinking "right" means subtract from x and "up" means subtract from y, resulting in opposite signs.
* Swaps the translation values between x and y coordinates, applying the horizontal shift to y and the vertical shift to x.

Difficulty Definitions:
* Easy:
  Stem gives a shape name and concrete translation amounts (e.g., "5 units right, 3 units up")
No specific starting point is mentioned
Student writes the general rule: $(x, y) \rightarrow (x \pm a, y \pm b)$
Translation amounts: $|a| \leq 6$, $|b| \leq 6$, integers only
Distractors: sign errors (both reversed), swapped x/y values, swapped + reversed
* Medium:
  Stem gives a shape with a feature at specific coordinates (e.g., "center at $(-4, 7)$") and concrete translation amounts
Student must identify both: The general rule: $(x, y) \rightarrow (x \pm a, y \pm b)$; The new coordinates of the feature: $(x_0 \pm a, y_0 \pm b)$
Answer format: "The rule is $(x, y) \rightarrow (x \pm a, y \pm b)$ and the new [feature] is $(\ldots)$"
Translation amounts: $|a| \leq 6$, $|b| \leq 6$, integers only
Distractors: wrong rule + consistently wrong center, correct rule + arithmetic error in center, swapped values in rule
* Hard:
  Stem gives a shape with a feature at specific coordinates and translation amounts expressed as variables (e.g., "$p$ units to the right and $v$ units down")
Student applies the variable-based rule to the specific starting point
Answer format: $(x, y) \rightarrow (x_0 \pm \text{var}_1, y_0 \pm \text{var}_2)$
Example: center at $(-4, 7)$, translate $p$ right and $v$ down → $(-4 + p, 7 - v)$
Distractors: sign errors with variables ($+p$ vs $-p$, $+v$ vs $-v$)

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Understanding the Pythagorean Theorem
Lesson Order: 87.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.6+1
Standard Description: Apply the Pythagorean Theorem to determine whether a triangle is right by relating the areas of squares on its sides (or by verifying a^2+b^2=c^2.

Key Concepts:
*None specified*

Learning Objectives:
* Classify multiple sets of side lengths as "Right triangle" or "Not a right triangle."
* Determine which set of three side lengths forms a right triangle by applying the Pythagorean theorem.
* Determine which set of three side lengths forms a right triangle without a visual diagram.
* Identify the true statement about area relationships of three squares joined to form a right triangle.
* Identify the true statement about area relationships of three unlabeled squares joined to form a right triangle.
* Identify which sets of side lengths would form a right triangle.
* Identify which square configuration does NOT support the Pythagorean theorem given mixed side length and area information

Assessment Boundaries:
* Assessment is restricted to:
- All numerical values are whole numbers
- Question stems longer than 25 words are acceptable in this lesson, and are not a reason for failure.
- Questions with image answer options include a `label_type` field for each square in the stimulus description. When `label_type` is "side_length", the diagram displays the `side_length` value with units (e.g., side_length: 5 shows "5 cm"). When `label_type` is "area", the diagram displays side_length² with squared units (e.g., side_length: 5 shows "25 cm²", NOT "5 cm²"). Always derive the displayed value from side_length and label_type before evaluating whether area values are perfect squares or checking Pythagorean relationships.
- Empty explanations are acceptable for this lesson.

Common Misconceptions:
* Adding side lengths directly instead of squaring first (a + b = c instead of a² + b² = c²).
* Assuming the sum of the two leg square areas is GREATER than the hypotenuse square area.
* Assuming the sum of the two leg square areas is LESS than the hypotenuse square area, rather than equal.
* Misidentifying the hypotenuse, or confusing an equilateral triangle with a right triangle.

Difficulty Definitions:
* Easy:
  Identify the true statement about area relationships of three unlabeled squares joined to form a right triangle.
* Medium:
  Determine which set of three side lengths forms a right triangle by applying the Pythagorean theorem.
Determine which set of three side lengths forms a right triangle without a visual diagram.
* Hard:
  Identify which sets of side lengths are valid right triangle side lengths.
Identify which square configuration does NOT support the Pythagorean theorem given mixed side length and area information

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Using Pythagorean Theorem to Find Right Triangle Side Lengths
Lesson Order: 86.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.7+1
Standard Description: Use the pythagorean theorem to find the missing side length of a right triangle.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the measurement closest to the value of the hypotenuse of a right triangle when at least one side length is not an integer.
* Identify the measurement closest to the value of the longer leg of a right triangle when at least one side length is not an integer.
* Identify the measurement closest to the value of the shorter leg of a right triangle when at least one side length is not an integer.
* Solve for the hypotenuse of a right traingle when all side lengths are integers.
* Solve for the longer leg of a right traingle when all side lengths are integers.
* Solve for the shorter leg of a right traingle when all side lengths are integers.

Assessment Boundaries:
* Assessment is restricted to:
- All side lengths are less than 50.
- Any non-integer values must only include one number after the decimal.
- All triangles are valid right triangles.
- All variables must be written in proper latex (e.g., $x$, $y$, $d$).
- Units are abbreviated in the stimulus image and in the answer options (e.g., "in", "ft", "cm", "m"), but must be fully written out in the question stem and worked example (e.g., "inches", "feet", "centimeters", "meters").
- No real-world context is included.
- Important: Validators must not fail questions for any reason related to the stimulus description.

Common Misconceptions:
* Students do the leg times 2 and not squared
* Students forget to find the square root of the final measurement.
* Students may forget to square side lengths and attempt to use the formula as $a + b = c$.
* Students misidentify which sides are the legs and which is the hypotenuse.

Difficulty Definitions:
* Easy:
  All side lengths are integers.
The missing side is the hypotenuse.
* Medium:
  All side lengths are integers.
The missing side is NOT the hypotenuse.
* Hard:
  At least one side length is NOT an integer.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Using the Pythagorean Theorem in Context
Lesson Order: 88.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.7+2
Standard Description: Solve problems involving using the pythagorean theorem.

Key Concepts:
*None specified*

Learning Objectives:
* Given real-world context involving the measurements of a rectangular object, identify the measurement closest to the value of a missing side length or diagonal.
* Given real-world context involving the measurements of a rectangular object, solve for the value of a missing side length or diagonal.
* Given real-world context involving the measurements of a square object, identify the measurement closest to the value of a missing side length or diagonal.
* Given real-world context involving the measurements of a square object, solve for the value of a missing side length or diagonal.
* Given real-world context, identify the measurement closest to the value of the hypotenuse of a right triangle when at least one side length is not an integer.
* Given real-world context, identify the measurement closest to the value of the longer leg of a right triangle when at least one side length is not an integer.
* Given real-world context, identify the measurement closest to the value of the shorter leg of a right triangle when at least one side length is not an integer.
* Given real-world context, solve for the hypotenuse of a right traingle when all side lengths are integers.
* Given real-world context, solve for the hypotenuse of a right traingle when at least one side length is not an integer.
* Given real-world context, solve for the longer leg of a right traingle when all side lengths are integers.
* Given real-world context, solve for the longer leg of a right triangle when at least one side length is not an integer.
* Given real-world context, solve for the shorter leg of a right traingle when all side lengths are integers.
* Given real-world context, solve for the shorter leg of a right triangle when at least one side length is not an integer.

Assessment Boundaries:
* Assessment is restricted to:
- All triangles are valid right triangles.
- Any non-integer values must only include one number after the decimal.
- All questions include real world context. Real world context must not involve ladders.
- Units are abbreviated in the stimulus image and in the answer options (e.g., "in", "ft", "cm", "m"), but must be fully written out in the question stem and worked example (e.g., "inches", "feet", "centimeters", "meters").
- All problems require the student to utilize the pythagorean theorem.
- Important: Validators must not fail questions for any reason related to the stimulus description.

Common Misconceptions:
* Students do the leg times 2 and not squared
* Students forget to find the square root of the final measurement.
* Students may forget to square side lengths and attempt to use the formula as $a + b = c$.
* Students misidentify which sides are the legs and which is the hypotenuse.

Difficulty Definitions:
* Easy:
  Stimulus image is provided.
All side lengths are integers.
All side lengths are less than 100.
* Medium:
  Stimulus image is provided.
At least one side length is not an integer.
All side lengths are less than 50.
* Hard:
  No stimulus image provided.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Distance Between Two Points
Lesson Order: 90.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.8+1
Standard Description: Calculate the distance between two points using the pythagorean formula.

Key Concepts:
*None specified*

Learning Objectives:
* Given a blank coordinate grid and the coordinates for two points, solve for the distance between the points when the answer is an integer.
* Given a line segment on a coordinate grid, solve for the length of the line segment when the answer is a decimal.
* Given a line segment on a coordinate grid, solve for the length of the line segment when the answer is an integer.
* Given a rectangle on a coordinate grid, solve for the distance between two points that are opposite one another when the answer is a decimal.
* Given a rectangle on a coordinate grid, solve for the distance between two points that are opposite one another when the answer is an integer.
* Given two points on a coordinate grid, solve for the distance between them when the answer is a decimal.
* Given two points on a coordinate grid, solve for the distance between them when the answer is an integer.

Assessment Boundaries:
* Assessment is restricted to:
- All x an y values for coordinates are between -10 and 10.
- All point names must be capital letters and written in proper latex (e.g., $A$, $B$, $C$, etc.).
- All line segments must be refered to using proper latex notation (e.g., $\overline{AB}$, $\overline{CD}$, $\overline{XY}$, etc.).
- Any non-integer values must only include one number after the decimal.
- All distances/lengths are measured in "units".
- All questions ask about distances/lengths that are not exactly vertical or exactly horizontal on the coordinate grid.
- It is acceptable for the question stem to provide the coordinates of the points in the stimulus image and not to reference the image. This is intended and should not be used as a reason for failure.

Common Misconceptions:
* Students do not pay attention to the values on the axis (ie. could be counting by two’s, five’s, etc).
* Students forget to find the square root of the found measurement.
* Students may forget to square side lengths and attempt to use the formula as $a + b = c$.
* Students think a diagonal unit on grid paper is the same value as one horizontal or vertical unit.

Difficulty Definitions:
* Easy:
  A line or rectangle is shown on the coordinate grid, and the answer is an integer.
* Medium:
  Points are shown on the coordinate grid without lines connecting them, and the answer is an integer.
A line or rectangle is shown on the coordinate grid, and the answer is a decimal.
* Hard:
  A blank coordinate grid is shown, and the correct answer is an integer.
Points are shown on the coordinate grid without lines connecting them, and the answer is a decimal.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Volume of Cylinders
Lesson Order: 92.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+1
Standard Description: Calculate the volume of cylinders

Key Concepts:
*None specified*

Learning Objectives:
* Identify the equation that can be used to find the Volume of a cylinder in a real-world scenario when at least one measurement is a decimal.
* Identify the equation that can be used to find the Volume of a cylinder in a real-world scenario where measurements are integers.
* Identify the equation that can be used to find the Volume of a cylinder shown in a diagram when at least one measurement is a decimal.
* Identify the equation that can be used to find the height of a cylinder in a real-world scenario when at least one measurement is a decimal.
* Identify the equation that can be used to find the height of a cylinder shown in a diagram when at least one measurement is a decimal.
* Interpret and critique the methodologies used in real-world contexts, such as manufacturing or packaging, where understanding the volume of shapes is essential.
* Solve for the Volume of a cylinder.
* Use technology tools, such as graphing calculators or computer software, to simulate problems involving three-dimensional shapes and calculate their volumes (Stimulus necessary).

Assessment Boundaries:
* Assessment is restricted to:
- All mathematical expressions, symbols, and variables must be written in latex.
- Variables used to represent volume or the area of the base must be capitalized (i.e., $V$, and $B$).
- All decimal values are limited to the tenths or hundreths place.
- Questions on setting up a formula or equation only ask to set up for volume or height.
- All measurement values provided must include the unit of measurement.
- Units must not be included in answer option formulas.

Common Misconceptions:
* Students mutiply height by diameter or radius rather than the Base area.
* Students omit $\pi$ from the formula.
* Students use diameter instead of radius when setting up the formula.
* Students use the circumference rather than the Base area.

Difficulty Definitions:
* Easy:
  Set up the formula to solve for volume when all measurements are integers.
* Medium:
  Set up the formula to solve for volume or height when at least one decimal measurement is included.
* Hard:
  Solve for the volume of a cylinder.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Volume of Cones
Lesson Order: 93.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+2
Standard Description: Calculate the volume of cones.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the radius of a cone when the volume and height are provided.

Assessment Boundaries:
* Assessment is restricted to:
- Volume formula is $V = \frac{1}{3} B h$
- All radius, diameter, and height values are less than 30.
- All answer options are in "[value] [unit]" format.
- The formula is not provided in questions.
- All decimal values are limited to the tenths or hundreths place.
- Formulas must not be provided in the question stem.

Common Misconceptions:
* Ignores the ($\frac{1}{3}$) factor and uses ($V=Bh$) instead.
* Misapplies the base area, using ($B=\pi r$) or ($B=\pi d^2$).
* Students use diameter instead of radius and vise versa.
* Uses radius as height (or swaps $r$ and $h$) when substituting values.

Difficulty Definitions:
* Easy:
  Calculate the volume of a cone when the correct answer is an integer.
* Medium:
  Calculate the radius of a cone when the correct answer is an integer.
* Hard:
  Calculate the volume or radius of a cone when the correct answer is a decimal.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.B+1
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Volume of Spheres
Lesson Order: 94.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+3
Standard Description: Calculate the volume of spheres.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the volume of a sphere when the diameter is an integer.
* Given real-world context, calculate the volume of a sphere when the diameter is a decimal.
* Given real-world context, calculate the volume of a sphere when the diameter is an integer.
* Given real-world context, calculate the volume of a sphere when the radius is a decimal.

Assessment Boundaries:
* Assessment is restricted to:
- Volume formula is $V = \frac{4}{3} \pi r^3$
- All radius and diameter values are less than 30.
- All answer options are in "[value] [unit]" format.
- The formula is not provided in questions.
- All decimal values are limited to the tenths or hundreths place.
- Formulas must not be provided in the question stem.

Common Misconceptions:
* Ignores order of operations; cubes after multiplying
* Misapplies exponent
* Uses area of a circle formula
* Uses diameter instead of radius and vise versa.

Difficulty Definitions:
* Easy:
  Calculate the volume when the diameter is an integer and a visual model is provided.
* Medium:
  Calculate the volume when the diameter is an integer and no visual model is provided.
* Hard:
  Calculate the volume when the radius or diameter is a decimal.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A+1
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Approximating Square Roots on the Number Line
Lesson Order: 3.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.2+1
Standard Description: Approximate square root values and match them to their correct locations on a number line.

Key Concepts:
*None specified*

Learning Objectives:
* Approximate the value of a square root of a whole number and identify its location among labeled points on a number line with integer intervals.
* Determine which decimal is closest to a negative square root.
* Determine which decimal is closest to a positive square root.
* Estimate negative square roots by identifying what two integers it falls between.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A+1
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Approximating Square Roots Word Problems
Lesson Order: 4.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.2+2
Standard Description: Estimate square root values by recognizing when a quantity represents a squared value and determining the closest reasonable measurement in contextual problems.

Key Concepts:
*None specified*

Learning Objectives:
* Approximate the value of an explicitly stated square root to the nearest whole number in a word problem context.

Assessment Boundaries:
* Assessment is restricted to:

- All questions must be presented in a real-world context.

Common Misconceptions:
* Choosing the wrong bounding whole number without comparing distances — the student correctly identifies that √N falls between two consecutive whole numbers a and a+1, but picks the one that is farther from √N rather than closer.
* Dividing N by 2 instead of taking the square root — the student recognizes that something needs to be "undone" but confuses squaring with doubling. They compute N ÷ 2 instead of √N, producing a value much larger than the correct answer.
* Ignoring the squared relationship and answering with N itself — the student does not recognize that the problem requires taking a square root. Instead, they treat the given value N as the answer (or round it to the nearest whole number). Because the square root is never stated explicitly, the student reads the number from the problem and selects it directly.
* Using the wrong pair of bounding perfect squares (off by one interval) — the student misidentifies which two consecutive perfect squares surround N, shifting one interval too low or too high, and produces an answer that is 1 away from the correct bounding range.

Difficulty Definitions:
* Easy:
  Word problem where the square root is explicitly stated
* Medium:
  Word problem presents an equation in the form x² = N.
The equation format is explicitly given in the problem.
* Hard:
  Word problem describes a real-world scenario where square root is implied but not stated.
Radicand may be a whole number or decimal (up to tenths place).
LO3

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A+1
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Ordering Real Numbers
Lesson Order: 5.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.2+3
Standard Description: Compare and order rational and irrational numbers by converting different representations to a common form.

Key Concepts:
*None specified*

Learning Objectives:
* Identify which value is or is NOT located between two given points on a number line by converting all values (simplified proper fractions, mixed numbers, improper fractions, whole number percents, and square roots of whole numbers up to 50) to a common form and comparing their positions.
* Order a set of 3–4 real numbers presented in a real-world context from greatest to least (or least to greatest) by converting all values to a common form and selecting the correct ordering. Values are drawn from the base set (simplified proper fractions, mixed numbers, improper fractions, whole number percents, and roots of whole numbers up to 50) plus 1–2 advanced forms.

Assessment Boundaries:
* Assessment is restricted to:
- All values must be real numbers only (no complex or imaginary numbers).
- Denominators must not equal zero.
- No repeating decimal notation (no bar notation).
- No absolute value expressions.
- No exponents other than square roots (no cube roots or higher).

Common Misconceptions:
* Ignoring or misinterpreting the percent sign, treating a value like 3.8% as 3.8 instead of 0.038, or converting 63% to 6.3 instead of 0.63.
* Incorrectly computing square roots by dividing the radicand by 2 instead of finding the actual root, or not simplifying expressions under or adjacent to the radical (e.g., not taking the square root of the denominator in 37/√144).
* Not converting all values to the same form (decimals) before comparing, and instead comparing across different representations directly (e.g., comparing a fraction's numerator to a percent's digits).
* Reversing the order of negative numbers by comparing their absolute values instead of their actual positions on the number line (e.g., thinking −6.35 > −6.33 because 6.35 > 6.33).

Difficulty Definitions:
* Easy:
  Determine which value of a variable satisfies a compound inequality by converting all given values (fractions, percents, decimals, square roots) to the same form and identifying which falls between the two boundary values. OR
Identify the smallest or largest value from a table of real numbers by converting each value (including square roots of decimals, mixed numbers, fractions with radical denominators, and improper fractions) to a common form and comparing.
* Medium:
  Identify which value is or is NOT located between two given points on a number line by converting all values (including expressions involving pi, square roots, and fractions involving pi) to decimals and comparing their positions. OR
Determine the missing number in a list of real numbers ordered from least to greatest (or greatest to least) by converting all values to decimals and identifying which answer choice falls in the correct position in the sequence. OR
Order a set of 3-4 real numbers (which may include negative values, improper fractions, square roots, decimals, and percents) from least to greatest or greatest to least by converting all values to decimals and selecting the correct ordering.
* Hard:
  Order a set of 4 real numbers involving fractions, square roots over whole numbers, and pi over whole numbers from greatest to least (or least to greatest) by converting all values to decimals and selecting the correct ordering. OR
Order a set of 3-4 real numbers presented in a real-world context (using decimals, improper fractions, and square roots of decimals) from shortest to longest or least to greatest by converting all values to decimals and selecting the correct ordering.

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.SP.A+1
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Scatterplot Relationships and Associations
Lesson Order: 100.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+1
Standard Description: Identify whether a scatterplot shows a linear pattern and classify it as positive, negative, or no association.

Key Concepts:
*None specified*

Learning Objectives:
* Classify the association shown in a real-world scatterplot as positive linear, negative linear, nonlinear, or no apparent association.
* Determine which scatterplot displays a linear relationship.
* Determine which scatterplot displays a nonlinear relationship.

Assessment Boundaries:
* Assessment is restricted to:
- All scatterplots must be displayed on a standard coordinate grid.
- Data patterns must be unambiguous — the intended association type must be clearly identifiable from the plotted points.
- Linear patterns include positive slope, negative slope, and zero slope (horizontal).
- Nonlinear patterns must display a clear curved pattern, not random scatter.

Common Misconceptions:
* Assumes a scatterplot must pass through the origin to represent a linear relationship.
* Confuses a negative linear trend with a nonlinear relationship because the data slopes downward.
* Misidentifies a curved pattern as linear because portions of the curve appear straight.
* Treats a horizontal (zero-slope) trend as not representing a linear relationship.

Difficulty Definitions:
* Easy:
  No real-world context; axes labeled only as x and y.
Only shape recognition is required (straight-line trend vs. curved trend).
* Medium:
  Real-world context in question stem.
Axes are labeled with real-world variable names.
Requires classifying both linearity and direction (positive linear, negative linear, nonlinear, or no apparent association).
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.SP.A+1
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Using Scatterplots to Make Predictions
Lesson Order: 104.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.2+1
Standard Description: Use scatterplots to make predictions.

Key Concepts:
*None specified*

Learning Objectives:
* Predict a y-value for a given x-value using a scatterplot that suggests a linear association.
* Predict an x-value for a given y-value using a scatterplot that suggests a linear association.

Assessment Boundaries:
* Assessment is restricted to:
- Scatterplots showing relationships between two quantitative variables
- Data that suggests a linear association (positive or negative)
- Real-world contexts (science, sports, shopping, health, animals, weather, etc.)
- Whole number values for axes and answer choices (no fractions or decimals)

Common Misconceptions:
* Chooses the nearest visible data point instead of drawing and using a trend line for prediction
* Confuses the x and y axes when reading the predicted value from the trend line
* Draws a trend line through only two convenient points without balancing points above and below
* Uses the wrong x-value from the graph (e.g., reads at x = 80 instead of x = 71)

Difficulty Definitions:
* Easy:
  Prediction direction: given an x-value, predict the y-value
Axis scales use simple increments: 1, 2, 5, 10, 20, 30, 40, 100, or other clean multiples of 10
* Medium:
  Prediction direction: given a y-value, predict the x-value (reverse prediction)
Axis scales use simple increments: 1, 2, 5, 10, 20, 30, 40, 100, or other clean multiples of 10
Axes may include breaks (zigzag at origin)
* Hard:
  Prediction direction: both types (given x find y AND given y find x)
Axis scales use non-standard increments: 3, 4, 6, 8, 150, or multiples of 5 other than 5
Graphs may have axis breaks

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.SP.A+1
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Statements of Scatterplot Relationships
Lesson Order: 105.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.2+2
Standard Description: Match scatterplots with the statements that describe their relationships.

Key Concepts:
*None specified*

Learning Objectives:
* Given a verbal description of an association between two variables, select which of four scatterplots could support that description.
* Given one scatterplot, select the statement that best describes the association between the two variables (positive, negative, no association, or no change).

Assessment Boundaries:
* Assessment is restricted to: 
- Bivariate measurement data displayed in scatterplots.
- Associations assessed: positive (as x increases, y increases), negative (as x increases, y decreases), no apparent association (points spread with no clear line), or no change (as x increases, y remains the same).
- Scatterplots must have labeled axes (e.g., Energy, Light Output; Number of Nights, Total Cost; Study Time, Number of Errors).
- Contexts must be grade-appropriate (e.g., lightbulbs, hotel costs, study time and test errors).
- Do not require calculation of slope or line of best fit; focus on qualitative description of trend.

Common Misconceptions:
* Chooses a graph with negative slope only in part of the range instead of overall trend.
* Confuses positive association with negative (reverses direction when matching description to graph).
* Interprets a weak or partial trend as a clear positive or negative association when points are spread.

Difficulty Definitions:
* Easy:
  One scatterplot is given; student selects which of four statements (positive, negative, same, no association) best describes the association.
Single-step task: interpret the visible trend and match to a statement.
Axis scales and number ranges are straightforward (e.g., whole numbers, familiar units).
* Medium:
  A verbal description of an association is given; student selects which of four scatterplots supports that description.
Requires translating words (e.g., "as x increased, y decreased") into the correct graph; may involve distinguishing positive, negative, no association, or non-linear patterns across four options.
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: One-Step Equations: Decimals & Fractions
Lesson Order: 46.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+1
Standard Description: Solve one-step equations involving decimals and fractions by performing appropriate inverse operations to isolate the variable

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Decimal Inequalities with Variables
Lesson Order: 55.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+10
Standard Description: Solve inequalities with decimals by isolating the variable and interpreting the solution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Equations with Variables on Both Sides: Word Problems
Lesson Order: 47.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+2
Standard Description: Solve real-world problems by setting up and solving equations with variables on both sides

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Equations with Like Terms
Lesson Order: 48.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+3
Standard Description: Solve equations by identifying and combining like terms to simplify and find the solution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Equations with Variables on Both Sides
Lesson Order: 49.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+4
Standard Description: Solve linear equations with variables on both sides by isolating the variable to find the solution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Distributive Property in Linear Equations
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+5
Standard Description: Apply the distributive property to simplify and solve linear equations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Multi-Step Equations
Lesson Order: 51.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+6
Standard Description: Solve multi-step equations by applying inverse operations, distributing, and combining like terms to isolate the variable

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Solving Multi-Step Equations with Fractional Coefficients
Lesson Order: 52.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+7
Standard Description: Solve multi-step equations involving fractional coefficients and verify the solutions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Number of Solutions in Linear Equations
Lesson Order: 53.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+8
Standard Description: Determine the number of solutions for given equations or systems of equations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Solving Inequalities: Variables on Both Sides
Lesson Order: 54.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.7+9
Standard Description: Solve inequalities involving integers with variables on both sides by isolating the variable and interpreting the solution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Verifying Solutions in Systems of Equations
Lesson Order: 56.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.8+1
Standard Description: Determine if a given ordered pair is a solution to a system of equations by substituting the values into each equation and verifying their validity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Graphing Systems in Word Problems
Lesson Order: 57.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.8+2
Standard Description: Graph and solve systems of equations derived from word problems to find and interpret solutions in context

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Number of Solutions in Systems
Lesson Order: 58.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.8+3
Standard Description: Determine the number of solutions for a given system of equations using appropriate methods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Systems of Equations: Substitution Method
Lesson Order: 59.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.8+4
Standard Description: Solve a system of linear equations using the substitution method to find the values of the variables

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 10
Unit Name: Solving Inequalities
Cluster ID: CCSS.MATH.CONTENT.8.EE.C
Cluster Name: Analyze and solve linear equations and pairs of simultaneous linear equations.
Lesson Name: Systems of Equations in Word Problems
Lesson Order: 60.0
Standard ID: CCSS.MATH.CONTENT.8.EE.C.8+5
Standard Description: Solve real-world problems by translating scenarios into systems of equations and applying appropriate methods to find solutions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Translation Coordinates
Lesson Order: 75.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+3
Standard Description: Identify the new coordinates of a point after a translation on a coordinate plane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Translation Rule Writing
Lesson Order: 76.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+4
Standard Description: Perform translations of geometric figures on a coordinate plane by applying given vectors or coordinate changes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Reflections Over Axes
Lesson Order: 77.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+5
Standard Description: Graph the image of a given figure after performing reflections over the x- and y-axes on a coordinate plane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Reflections and Coordinate Identification
Lesson Order: 78.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+6
Standard Description: Determine the new coordinates of a point after reflecting it over the x-axis and y-axis on a Cartesian plane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Rotations: Image Graphing
Lesson Order: 79.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+7
Standard Description: Graph the image of a figure on a coordinate plane after performing a specified rotation around a given point

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Rotations and Coordinates
Lesson Order: 80.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+8
Standard Description: Determine the coordinates of a point after a specified rotation around the origin on a coordinate plane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Rules for Reflections and Rotations
Lesson Order: 81.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.1+9
Standard Description: Write the rule for reflecting a figure over a given line and rotating a figure around a point on the coordinate plane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Congruent Figures
Lesson Order: 82.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.2+1
Standard Description: Identify and compare figures to determine congruence based on their shape and size

Key Concepts:
*None specified*

Learning Objectives:
* Given a visual of two different shapes on a coordinate plane,determine which transformation is pictured.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Sequences of Congruence Transformations
Lesson Order: 83.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.2+2
Standard Description: Identify and execute the correct sequence of congruence transformations to map one geometric figure onto another

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a series of transformations would yield similar or congruent shapes.
* Determine the specific series of transformations that took place between a pre-image and an image.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Congruence Transformation Sequences
Lesson Order: 84.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.2+3
Standard Description: Graph the image of a geometric figure after performing a sequence of congruence transformations, including translations, rotations, and reflections, on a coordinate plane

Key Concepts:
*None specified*

Learning Objectives:
* Determine if two figures are similar.
* Determine missing angle given two similar polygons.
* Determine missing side length given two similar polygons.
* Distinguish between congruent and similar figures.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Congruence Justification
Lesson Order: 85.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.2+4
Standard Description: Determine whether two geometric figures are congruent by using congruence criteria and provide a justification for your conclusion

Key Concepts:
*None specified*

Learning Objectives:
* Determine if two figures are congruent.
* Determine missing angle given two congruent polygons.
* Determine missing side length given two congruent polygons.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Similar and Congruent Figures
Lesson Order: 66.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.4+1
Standard Description: Identify and justify whether given figures are similar or congruent using appropriate criteria

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Angle-Angle Similarity in Triangles
Lesson Order: 67.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.4+2
Standard Description: Identify and prove the similarity of triangles using the angle-angle criterion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Similar Triangles & Indirect Measurement
Lesson Order: 68.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.4+3
Standard Description: Use similar triangles to calculate unknown distances or heights in real-world scenarios by setting up and solving proportions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Area and Perimeter in Similar Figures
Lesson Order: 72.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.4+4
Standard Description: Calculate the area and perimeter of similar figures using proportional reasoning and the properties of similarity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Angle Pairs in Transversals
Lesson Order: 61.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.5+1
Standard Description: Identify and name angle pairs formed by a transversal intersecting parallel lines

Key Concepts:
*None specified*

Learning Objectives:
* Solve for a missing variable or angle.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Transversals & Angle Measures
Lesson Order: 62.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.5+2
Standard Description: Identify and calculate the measures of angles formed by a transversal intersecting parallel lines, using properties of corresponding, alternate interior, alternate exterior, and consecutive interior angles

Key Concepts:
*None specified*

Learning Objectives:
* Solve for a missing variable or angle.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Solving for x: Transversals & Parallel Lines
Lesson Order: 63.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.5+3
Standard Description: Solve for the variable x by applying the properties of angles formed when a transversal intersects parallel lines

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Triangle Angle-Sum Theorem
Lesson Order: 64.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.5+4
Standard Description: Calculate the measure of unknown angles in a triangle using the Triangle Angle-Sum Theorem

Key Concepts:
*None specified*

Learning Objectives:
* Given the measure of an angle, find the measure of an angle that is an alternative interior angle.
* Given the measure of an angle, find the measure of an angle that is an exterior interior angle.
* Given the measure of an angle, find the measure of an angle that is vertical to it.
* Identify alternate exterior angles.
* Identify alternate interior angles.
* Identify vertical angles.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 15
Unit Name: Congruence & Sequences of Transformations
Cluster ID: CCSS.MATH.CONTENT.8.G.A
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Exterior Angle Theorem
Lesson Order: 65.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.5+5
Standard Description: Calculate the measure of an exterior angle of a triangle using the sum of the two non-adjacent interior angles

Key Concepts:
*None specified*

Learning Objectives:
* Given two parallel lines cut by two tranversals forming a parallelogram and one of the parallelogram's angles' is labelled with a measurement, find the measurement of another angle.
* Given two parallel lines that are cut by two transversals and all angles are labelled 1-16, and and given a set of given measures, find one of the missing measurements.
* Given two parallel lines that are cut by two transversals and all angles are labelled 1-16, identify which statement(s) is/are true.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 16
Unit Name: Pythagorean Theorem & Distance
Cluster ID: CCSS.MATH.CONTENT.8.G.B
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.6
Standard Description: Explain a proof of the Pythagorean Theorem and its converse.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 16
Unit Name: Pythagorean Theorem & Distance
Cluster ID: CCSS.MATH.CONTENT.8.G.B
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Pythagorean Word Problems
Lesson Order: 89.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.7+3
Standard Description: Solve word problems by applying the Pythagorean theorem to find unknown side lengths in right triangles

Key Concepts:
*None specified*

Learning Objectives:
* Given the diagonal of a rectangular prism, use the pythegorean theorem to find another measurement.
* Given the slant height of a pyramid, use the converse of the pythagorean theorem to find another measurement.
* Given the slant height of a rectangular cone, use the converse of the pythagorean theorem to find another measurement.
* Use the pythegorean theorem to find slant height of a pyramid.
* Use the pythegorean theorem to find slant height of a regular cone.
* Use the pythegorean theorem to find the diagonal of a rectangular prism.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 16
Unit Name: Pythagorean Theorem & Distance
Cluster ID: CCSS.MATH.CONTENT.8.G.B
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: Pythagorean Theorem Checkpoint
Lesson Order: 91.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.7+4
Standard Description: Apply the Pythagorean theorem to calculate the length of a missing side in a right triangle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 16
Unit Name: Pythagorean Theorem & Distance
Cluster ID: CCSS.MATH.CONTENT.8.G.B
Cluster Name: Understand and apply the Pythagorean Theorem.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: CCSS.MATH.CONTENT.8.G.B.8
Standard Description: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 17
Unit Name: Volume & Surface Area
Cluster ID: CCSS.MATH.CONTENT.8.G.C
Cluster Name: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Lesson Name: Volume of 3D Shapes
Lesson Order: 95.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+4
Standard Description: Calculate the volume of various geometric shapes using appropriate formulas and units of measurement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 17
Unit Name: Volume & Surface Area
Cluster ID: CCSS.MATH.CONTENT.8.G.C
Cluster Name: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Lesson Name: Lateral Area of Prisms
Lesson Order: 96.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+5
Standard Description: Calculate the lateral area of a given prism by identifying its lateral faces and applying the appropriate formula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 17
Unit Name: Volume & Surface Area
Cluster ID: CCSS.MATH.CONTENT.8.G.C
Cluster Name: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Lesson Name: Surface Area of Prisms
Lesson Order: 97.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+6
Standard Description: Calculate the surface area of various prisms by applying appropriate formulas and summing the areas of all faces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 17
Unit Name: Volume & Surface Area
Cluster ID: CCSS.MATH.CONTENT.8.G.C
Cluster Name: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Lesson Name: Lateral Area of Cylinders
Lesson Order: 98.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+7
Standard Description: Calculate the lateral area of a cylinder using the appropriate formula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 17
Unit Name: Volume & Surface Area
Cluster ID: CCSS.MATH.CONTENT.8.G.C
Cluster Name: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Lesson Name: Surface Area of Cylinders
Lesson Order: 99.0
Standard ID: CCSS.MATH.CONTENT.8.G.C.9+8
Standard Description: Calculate the surface area of a cylinder using the formula and explain the reasoning behind each step

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Scatter Plot Trend Identification
Lesson Order: 101.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+2
Standard Description: Analyze scatter plots to identify and describe trends or correlations between variables

Key Concepts:
*None specified*

Learning Objectives:
* Idenitfy whether clustering exists in a scatterplot.
* Identify a true statement(s) regarding clustering in a scatterplot.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Outliers in Scatter Plots
Lesson Order: 102.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+3
Standard Description: Identify and analyze outliers in scatter plots to assess their impact on data interpretation

Key Concepts:
*None specified*

Learning Objectives:
* Identify what the outlier is.
* Identify whether there is an outlier in a scatterplot.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Interpreting Scatter Plots
Lesson Order: 103.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+4
Standard Description: Interpret and analyze scatter plots to identify trends, correlations, and outliers in data sets

Key Concepts:
*None specified*

Learning Objectives:
* Explain the difference between positive, negative, and no association in scatter plots and how each affects data interpretation.
* Identify if the scatterplot shows a linear or nonlinear association.
* Identify is a scatterplot has a positive, negative or no association.
* Identify the trend in context (e.g. as study time increases, test scores also increase)

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Mean Absolute Deviation
Lesson Order: 107.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+5
Standard Description: Calculate the mean absolute deviation of a data set and interpret its significance in terms of data variability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Mean & Mean Absolute Deviation
Lesson Order: 108.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+6
Standard Description: Interpret the mean and mean absolute deviation to analyze data set distribution and variability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Representative, Random, and Biased Samples
Lesson Order: 109.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.1+7
Standard Description: Identify and differentiate between representative, random, and biased samples in given scenarios

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Interpreting Lines of Best Fit in Word Problems
Lesson Order: 106.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.2+3
Standard Description: Interpret the line of best fit in a word problem to make predictions and explain the relationship between variables

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.3
Standard Description: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.A
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Simulation Representation
Lesson Order: 110.0
Standard ID: CCSS.MATH.CONTENT.8.SP.A.3+1
Standard Description: Identify the most appropriate simulation that accurately represents a given real-world situation

Key Concepts:
*None specified*

Learning Objectives:
* Given the equation for the line of best fit for a scatterplot, answer questions about either the independent or dependent variable of a coordinate.
* Given the equation for the line of best fit for a scatterplot, answer questions about the initial value in context.
* Given the line of best fit on a scatterplot, answer questions about either the independent or dependent variable of a coordinate.
* Given the line of best fit on a scatterplot, answer questions about the initial value in context.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.C
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Probabilities with Two-Way Tables
Lesson Order: *None specified*
Standard ID: CCSS.MATH.CONTENT.8.SP.C.4
Standard Description: Calculate probabilities by analyzing data in two-way frequency tables, identifying relevant frequencies, and interpreting relationships between categories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 19
Unit Name: Data Analysis & Probability
Cluster ID: CCSS.MATH.CONTENT.8.SP.C
Cluster Name: Investigate patterns of association in bivariate data.
Lesson Name: Probabilities with Two-Way Tables
Lesson Order: 111.0
Standard ID: CCSS.MATH.CONTENT.8.SP.C.4+1
Standard Description: Calculate probabilities by analyzing data in two-way frequency tables, identifying relevant frequencies, and interpreting relationships between categories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 2
Unit Name: Square & Cube Roots
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+1
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Equations with Square Roots
Lesson Order: 7.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.2+1
Standard Description: Solve quadratic equations by isolating the variable and applying square roots to both sides of the equation

Key Concepts:
*None specified*

Learning Objectives:
* Find square roots.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 2
Unit Name: Square & Cube Roots
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+1
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Cube Roots of Perfect Cubes
Lesson Order: 8.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.2+2
Standard Description: Determine the cube root of positive and negative perfect cubes accurately

Key Concepts:
*None specified*

Learning Objectives:
* Demonstrate the concept of inverse operations by solving x^3 = p and using cube root symbols to confirm solutions are correct.
* Find cubed roots.
* Justify the solution to a cube root problem by showing steps in simplifying and calculating cube roots.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 2
Unit Name: Square & Cube Roots
Cluster ID: CCSS.MATH.CONTENT.8.EE.A+1
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Cube Root Equation Solutions
Lesson Order: 9.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.2+3
Standard Description: Solve equations by applying cube roots to isolate and find the value of the variable

Key Concepts:
*None specified*

Learning Objectives:
* Create problems involving the calculation of square roots of perfect squares.
* Explain the properties of perfect squares and differentiate them from non-perfect squares.
* Solve equations of the form x^2 = p.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1
Standard Description: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, \(32 \times 3-5 = 3-3 = 1/33 = 1/27\).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Powers with Negative Bases
Lesson Order: 10.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1+1
Standard Description: Evaluate expressions with negative bases raised to integer exponents, distinguishing between even and odd exponents

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate 1 over a negative number raised to a negative integer.
* Evaluate 1 over a positive number raised to a negative integer.
* Evaluate a negative number raised to a negative integer.
* Evaluate a number raised to the power of zero.
* Evaluate a positive number raised to a negative integer.
* Simplify 1 over a negative number raised to a negative integer.
* Simplify 1 over a positive number raised to a negative integer.
* Simplify a negative number raised to a negative integer.
* Simplify a positive number raised to a negative integer.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Negative and Zero Exponents
Lesson Order: 11.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1+2
Standard Description: Evaluate expressions involving powers with negative or zero exponents to simplify them correctly

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate the multiplication of two numbers that have exponents (both numbers are negative)
* Evaluate the multiplication of two numbers that have exponents (both numbers are positive).
* Evaluate the multiplication of two numbers that have exponents (one number is positive and one number is negative)
* Simplify the multiplication of two numbers that have exponents (both numbers are negative)
* Simplify the multiplication of two numbers that have exponents (both numbers are positive).
* Simplify the multiplication of two numbers that have exponents (one number is positive and one number is negative)
* Use a variable to test exponential properties (e.g. Enter the value of n for the equation 5^n = 5^11 * 5^3)

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Powers: Multiplication and Division with Integers
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1+3
Standard Description: Simplify expressions by multiplying and dividing powers with integer bases using the laws of exponents

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a negative number being raised to a power, and to another power.
* Evaluate a positive number being raised to a power, and to another power.
* Simplify a negative number being raised to a power, and to another power.
* Simplify a positive number being raised to a power, and to another power.
* Use a variable to test exponential properties (e.g. Enter the value of n for the equation 5^n = 5^2^3)

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Power of a Power: Integer Bases
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1+4
Standard Description: Simplify expressions by applying the power of a power rule to integer bases

Key Concepts:
*None specified*

Learning Objectives:
* Three-step problem involving multiplying a number with the same base, dividing numbers with the same base, and raising a power to a power
* Three-step problem involving two instances of dividing numbers with the same base and raising a power to a power
* Three-step problem involving two instances of multiplying numbers with the same base and dividing numbers with the same base
* Three-step problem involving two instances of multiplying numbers with the same base and raising a power to a power
* Two step problem involving dividing a number with the same base and raising a power to a power
* Two step problem involving multiplying a number with the same base and dividing numbers with the same base.
* Two step problem involving multiplying a number with the same base and raising a power to a power
* Two step problem involving two instances of dividing numbers with the same base
* Two step problem involving two instances of multiplying numbers with the same base

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Exponent Properties in Expressions
Lesson Order: 14.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1+5
Standard Description: Apply properties of exponents to simplify and evaluate algebraic expressions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Equivalent Expressions with Exponents
Lesson Order: 15.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.1+6
Standard Description: Identify and transform expressions with exponents to demonstrate equivalence using exponent rules

Key Concepts:
*None specified*

Learning Objectives:
* Find an equivalent expression for a three-step problem involving two instances of dividing numbers with the same base and raising a power to a power
* Find an equivalent expression for a three-step problem involving two instances of multiplying numbers with the same base and raising a power to a power
* Find an equivalent expression for a two step problem involving dividing a number with the same base and raising a power to a power
* Find an equivalent expression for a two step problem involving multiplying a number with the same base and raising a power to a power

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Standard and Scientific Notation Conversion
Lesson Order: 16.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.3+1
Standard Description: Convert numbers between standard and scientific notation accurately and efficiently

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast quantities expressed in scientific notation to determine which is larger or smaller, without calculation.
* Convert from scientific notation to standard notation.
* Convert from standard notation to scientific notation.
* Estimate the magnitude of large natural phenomena or microscopic measurements using scientific notation.
* Justify the reasonableness of estimates by using scientific notation in different contexts, such as comparing populations or physical distances.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Comparing Scientific Notation Numbers
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.3+2
Standard Description: Compare numbers expressed in scientific notation by analyzing the coefficients and exponents to determine which is greater or smaller

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Multiplying in Scientific Notation
Lesson Order: 19.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.4+2
Standard Description: Multiply numbers expressed in scientific notation by multiplying their significant figures and adding the exponents of the powers of ten

Key Concepts:
*None specified*

Learning Objectives:
* Add two numbers in a mathematical problem.
* Add two numbers in a real-world problem.
* Subtract a number from another number in a mathematical problem.
* Subtract a number from another number in a real-world problem.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 4
Unit Name: Scientific Notation
Cluster ID: CCSS.MATH.CONTENT.8.EE.A
Cluster Name: Work with radicals and integer exponents.
Lesson Name: Division in Scientific Notation
Lesson Order: 20.0
Standard ID: CCSS.MATH.CONTENT.8.EE.A.4+3
Standard Description: Divide numbers expressed in scientific notation by dividing their coefficients and subtracting their exponents

Key Concepts:
*None specified*

Learning Objectives:
* Divide two numbers in a mathematical problem.
* Divide two numbers in a real-world problem.
* Multilpy two numbers in a mathematical problem.
* Multilpy two numbers in a real-world problem.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 5
Unit Name: Slope & Proportional Relationships
Cluster ID: CCSS.MATH.CONTENT.8.EE.B+1
Cluster Name: Understand the connections between proportional relationships, lines, and linear equations.
Lesson Name: Slope from Two Points
Lesson Order: 23.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.6+1
Standard Description: Calculate the slope of a line given two points.

Key Concepts:
*None specified*

Learning Objectives:
* Find the slope of a line from a graph.
* Identify the slope of a horizontal line.
* Identify the slope of a vertical line.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 6
Unit Name: Graphing & Writing Linear Equations
Cluster ID: CCSS.MATH.CONTENT.8.F.B+1
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Graphing Lines from Standard Form
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+3
Standard Description: Graph a line by identifying and plotting the x- and y-intercepts from an equation in standard form

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 7
Unit Name: Functions & Evaluation
Cluster ID: CCSS.MATH.CONTENT.8.EE.B
Cluster Name: Understand the connections between proportional relationships, lines, and linear equations.
Lesson Name: Graphing Proportional Relationships & Slope
Lesson Order: 25.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+4
Standard Description: Graph proportional relationships on a coordinate plane and determine the slope as the constant rate of change

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 7
Unit Name: Functions & Evaluation
Cluster ID: CCSS.MATH.CONTENT.8.EE.B
Cluster Name: Understand the connections between proportional relationships, lines, and linear equations.
Lesson Name: Comparing Proportional Relationships
Lesson Order: 26.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+5
Standard Description: Compare and analyze proportional relationships by identifying unit rates from graphs, tables, equations, and verbal descriptions to determine which relationship is more efficient or greater

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 7
Unit Name: Functions & Evaluation
Cluster ID: CCSS.MATH.CONTENT.8.EE.B
Cluster Name: Understand the connections between proportional relationships, lines, and linear equations.
Lesson Name: Direct Variation
Lesson Order: 27.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+6
Standard Description: Identify and express the relationship between two variables that vary directly, using equations and graphs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 7
Unit Name: Functions & Evaluation
Cluster ID: CCSS.MATH.CONTENT.8.EE.B
Cluster Name: Understand the connections between proportional relationships, lines, and linear equations.
Lesson Name: Direct Variation Equations
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+7
Standard Description: Write and solve direct variation equations to find the constant of variation and determine the relationship between variables

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 7
Unit Name: Functions & Evaluation
Cluster ID: CCSS.MATH.CONTENT.8.EE.B
Cluster Name: Understand the connections between proportional relationships, lines, and linear equations.
Lesson Name: Proportional Relationships in Word Problems
Lesson Order: 40.0
Standard ID: CCSS.MATH.CONTENT.8.EE.B.5+8
Standard Description: Identify and solve word problems involving proportional relationships by determining the constant of proportionality and using it to find missing values

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1
Standard Description: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: Identifying Functions from Graphs
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1+3
Standard Description: Determine if a graph represents a function by applying the vertical line test

Key Concepts:
*None specified*

Learning Objectives:
* Given the dependent variable's value, find the independent variable's value.
* Given the independent variable's value, find the dependent variable's value.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: Interpreting Points on Linear Graphs
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1+4
Standard Description: Identify and interpret key points on the graph of a linear function, explaining their significance in the context of a given problem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: Linear Functions in Word Problems
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1+5
Standard Description: Solve word problems by evaluating linear functions to find specific values

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: Understanding Functions
Lesson Order: 42.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.1+6
Standard Description: Identify and describe the components and purpose of a function in mathematical or programming contexts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.2
Standard Description: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: Comparing Linear Functions: Tables, Graphs, Equations
Lesson Order: 43.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.2+1
Standard Description: Compare and contrast linear functions presented in tables, graphs, and equations to determine their rate of change and initial values

Key Concepts:
*None specified*

Learning Objectives:
* Compare slope between a graph and an equation.
* Compare slope between a table and a graph.
* Compare slope between a table and an equation.
* Compare the y-intercept a graph and an equation.
* Compare the y-intercept a table and an equation.
* Compare the y-intercept between a table and a graph.
* Compare the y-value at a specified x between a table and a graph.
* Compare the y-value at a specified x between a table and an equation.
* Compare the y-value at a specified x between an equation and a graph.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: Math Grade 8 Unit 8
Unit Name: Comparing & Constructing Functions
Cluster ID: CCSS.MATH.CONTENT.8.F.A
Cluster Name: Define, evaluate, and compare functions
Lesson Name: Linear vs. Nonlinear Functions: Graphs & Equations
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.8.F.A.3+2
Standard Description: Distinguish between linear and nonlinear functions by analyzing their graphs and equations

Key Concepts:
*None specified*

Learning Objectives:
* Determine if a table is linear.
* Explain how to determine if a function is linear by assessing its structure in algebraic, graphical, and tabular forms.
* Identify if a graph is linear.
* Identify if an equation is linear.
* Identify whether a given equation represents a linear function by determining if it can be expressed in the form y = mx + b.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: NS
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Decimal and Fraction Conversion
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.1+2
Standard Description: Convert decimals to fractions or mixed numbers and fractions or mixed numbers to decimals accurately

Key Concepts:
*None specified*

Learning Objectives:
* Convert between fraction and repeating decimal.
* Convert between repeating decimals and fractions.
* Explain the reasoning behind why repeating decimals can be expressed as fractions.
* Solve real-world problems that involve converting repeating decimals into rational numbers.
* Use algebraic techniques to convert repeating decimals into their equivalent fractional form.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade
Unit ID: NS
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Classifying Real Numbers
Lesson Order: 6.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.1+3
Standard Description: Classify real numbers into their appropriate subsets, including natural numbers, whole numbers, integers, rational numbers, and irrational numbers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Finding Y-Intercept from Points
Lesson Order: 13.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+10
Standard Description: Find the y-intercept from a point.

Key Concepts:
*None specified*

Learning Objectives:
* Given a graph of a linear function with two labeled points (neither on the y-axis), calculate the y-intercept by finding the slope and substituting into y = mx + b.

Assessment Boundaries:
* REPRESENTATIONS:
- Coordinate grids with a graphed linear function (Easy, Medium)
- Tables of x-y values showing a linear relationship (Hard)

NUMBER CONSTRAINTS:
- All plotted/listed point coordinates are integers
- Graph-based points: both coordinates in [-9, 9]
- Table-based values: both coordinates in [-20, 20]
- Y-intercept b: in [-10, 10], b ≠ 0
- Slope m ≠ 0

METHOD:
- Calculate slope using m = (y₂ − y₁) / (x₂ − x₁)
- Substitute m and one point into y = mx + b, solve for b
- No calculators

EXCLUSIONS:
- No point has x = 0 (y-intercept must be calculated, never read directly)
- No real-world contexts or word problems
- No slope-intercept form given; students derive it

Common Misconceptions:
* Confuses the y-intercept with the x-intercept by reporting where the line crosses the horizontal axis instead of the vertical axis.
* Reports the slope as the y-intercept after correctly calculating m = (y₂ − y₁) / (x₂ − x₁), but stops without substituting into y = mx + b to solve for b.
* Substitutes x = 0 into the slope formula instead of into y = mx + b, computing (y₂ − y₁) / (0 − x₁) as though that gives the y-intercept.
* Uses a y-coordinate from the given data (a labeled point, a chosen point, or a table row) as the y-intercept, not recognizing that the y-intercept is specifically the y-value when x = 0.

Difficulty Definitions:
* Easy:
  Representation: Graph with TWO LABELED POINTS (coordinates shown)
Y-intercept MUST be a non-integer simplified fraction
Students read coordinates from labels and apply the method
* Medium:
  Representation: Graph with LINE ONLY (no points labeled)
Students must choose their own two points at grid intersections
Y-intercept may be integer or simplified fraction (≠ 0)
* Hard:
  Representation: Table with 4–5 ordered pairs (no x = 0)
Students must choose which two points to use from the table
No visual support; purely algebraic reasoning
Y-intercept may be integer or simplified fraction (≠ 0)

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Finding Y-Intercept on a Graph
Lesson Order: 12.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+4
Standard Description: Find the y-intercept from a graph or a table.

Key Concepts:
*None specified*

Learning Objectives:
* Given a graph of a linear function showing ONLY the line (no points marked), identify the y-intercept by finding where the line crosses the y-axis and reading the y-coordinate from the grid.

Assessment Boundaries:
* - Representations: Coordinate grids with a graphed linear function
- Graphs display exactly two points with integer coordinates (at grid line intersections so students can read values directly without estimation)
- Coordinate values range from -10 to 10
- Y-intercept is always an integer (visible at a grid intersection)
- Method: Direct reading from graph - identify where the line crosses the y-axis and read its y-coordinate
- No calculators permitted
- No real-world or word problem contexts
- No calculation required - y-intercept is visible on the graph
- No algebraic manipulation or equation solving required
- Answer format: Report the y-intercept as a single integer value (not as an ordered pair)

Common Misconceptions:
* Calculates the slope using m = (y2 - y1)/(x2 - x1) and reports the slope value as the y-intercept, even though the y-intercept is visible on the graph.
* Confuses the y-intercept with the x-intercept by finding the point where the line crosses the horizontal axis instead of the vertical axis.
* Reports the ordered pair (0, b) or just the x-coordinate (0) instead of the y-value b alone when asked "What is the y-intercept?" This reflects confusion between "the y-intercept" (a single value) and "the y-intercept point" (an ordered pair).
* Uses the inverted slope formula m = (x2 - x1)/(y2 - y1) and reports this incorrect slope as the y-intercept.

Difficulty Definitions:
* Easy:
  One labeled point is on the y-axis (x = 0)
Y-intercept is directly visible as a labeled point
Student reads the y-coordinate of the labeled point on the y-axis
* Medium:
  Same graph setup as EASY: one point at (0, b), one point off y-axis
Point labels are HIDDEN (show_point_labels = false)
Student identifies where the line crosses the y-axis and reads the y-coordinate from the grid
NOTE: Scaffolds toward reading unlabeled graphs in future lessons
* Hard:
  N/A per STAAR specifications

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Writing an Equation for a Line from Two Points
Lesson Order: 17.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+8
Standard Description: Write an equation for a line from two points.

Key Concepts:
*None specified*

Learning Objectives:
* Write the equation of a line in slope-intercept form given two points.

Assessment Boundaries:
* - Points are given as ordered pairs (x, y) in coordinate notation
- Slope formula: m = (y₂ - y₁) / (x₂ - x₁)
- Final equation must be in slope-intercept form: y = mx + b
- Slopes may be integers or fractions (positive or negative)
- Y-intercepts may be integers or fractions (positive or negative)
- Coordinates are limited to integers or simple fractions (halves, quarters)
- No vertical lines (undefined slope)
- No horizontal lines at Hard difficulty (slope = 0 only at Easy/Medium if needed)
- No point-slope form required in answer
- No standard form (Ax + By = C) required in answer
- Calculator use is NOT permitted for this lesson
- Students must show arithmetic steps for slope and y-intercept calculations

Common Misconceptions:
* Incorrectly identifies the y-intercept by substituting values into y = mx + b but solving for the wrong variable or making arithmetic errors during substitution.
* Makes sign errors when subtracting negative coordinates, such as computing -50 - 70 as -50 + 70 or 6 - (-2) as 6 - 2.
* Reverses rise and run when calculating slope, computing (x₂ - x₁) / (y₂ - y₁) instead of (y₂ - y₁) / (x₂ - x₁).
* Reverses the placement of slope and y-intercept in the equation, writing y = bx + m instead of y = mx + b.

Difficulty Definitions:
* Easy:
  Both points have whole number coordinates only
All coordinates are single-digit or small two-digit values
Slope simplifies to an integer
Y-intercept is an integer
Example: Points (1, 3) and (3, 7) → y = 2x + 1
* Medium:
  Points may include negative integer coordinates
Coordinates may be larger two-digit values (up to ±100)
Slope may be a simple fraction (e.g., -3/2, 2/5)
Y-intercept is an integer
STAAR Reference: G8.2023.Q20 — Points (-2, 70) and (6, -50) → y = -15x + 40
* Hard:
  Points may include negative numbers AND fractions
Slope is a fraction
Y-intercept may be a fraction
Requires careful sign handling and fraction arithmetic
STAAR Reference: G8.2021.Q21 — Points (-1, -1/4) and (1, -3/4) → y = -1/4x - 1/2

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.F.B+2
Cluster Name: Use functions to model relationships between quantities.
Lesson Name: Real World Problems Involving Writing Equations for Lines
Lesson Order: 18.0
Standard ID: CCSS.MATH.CONTENT.8.F.B.4+9
Standard Description: Write a linear equation for a graph, table or two points, given in the context of a problem.

Key Concepts:
*None specified*

Learning Objectives:
* Write the equation of a line in slope-intercept form by reading the y-intercept and calculating the slope from a graph

Assessment Boundaries:
* - Linear relationships in slope-intercept form (y = mx + b) only
- Real-world contexts required (fuel consumption, ticket sales, gasoline usage, etc.)
- Slopes may be positive, negative, or zero
- Slopes may be integers or fractions (e.g., -1/10, -1/6, -1/25, -1/4, -15)
- Y-intercepts are whole numbers for Easy and Medium difficulties
- Y-intercepts may be fractions for Hard difficulty (e.g., -1/2)
- Graph scales may use non-unit intervals (e.g., 30, 100 on axes)
- Table values may include decimals (e.g., 14.6, 12.6)
- Coordinate points may include negative values
- No calculator permitted
- No point-slope form
- No standard form (Ax + By = C)
- No systems of equations
- No vertical lines (undefined slope)

Common Misconceptions:
* Assumes the first y-value in a table is the y-intercept without checking if the corresponding x-value is 0
* Interprets the y-value from a point as the slope instead of calculating the rate of change between two points
* Misreads the scale on the coordinate grid, especially when axes use non-unit intervals (e.g., counting grid lines as 1 when scale is 10 or 30)
* Reverses rise and run when calculating slope, using (x₂ - x₁)/(y₂ - y₁) instead of (y₂ - y₁)/(x₂ - x₁)

Difficulty Definitions:
* Easy:
  Students are given a graph showing a linear relationship
Y-intercept is clearly readable at the y-axis crossing
Two points are identifiable at grid intersections
Slope is calculated using rise/run from the graph
Slopes are unit fractions or simple fractions (e.g., -1/10, -1/6)
Y-intercepts are whole numbers
Context is provided (e.g., fuel remaining vs. miles traveled)
4 answer options in y = mx + b form
Processing time: ≤20 seconds for prepared student
* Medium:
  Students are given a table with 5-6 coordinate pairs
Table includes x = 0 row showing the y-intercept directly, OR y-intercept must be calculated
Slope is calculated using m = (y₂ - y₁)/(x₂ - x₁)
Values may include decimals in y-column
Slopes are unit fractions (e.g., -1/25) or integers (e.g., -3000)
Y-intercepts are whole numbers
Context describes a real-world scenario
Answer options show slope and y-intercept values separately OR full equation in y = mx + b form
Processing time: 20-35 seconds for prepared student
* Hard:
  Students are given exactly two coordinate points in the stem
Points may include negative coordinates (e.g., (-2, 70) and (6, -50))
Points may include fractional coordinates (e.g., (-1, -1/4) and (1, -3/4))
A coordinate grid may be shown but is not required for solving
Slope must be calculated using m = (y₂ - y₁)/(x₂ - x₁)
Y-intercept must be found by substituting a point into y = mx + b and solving for b
Slopes may be integers or fractions (e.g., -15, -1/4)
Y-intercepts may be integers or fractions (e.g., 40, -1/2)
4 answer options in y = mx + b form
Processing time: 35-45 seconds for prepared student

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Dilations: Graphing from PreImages and Given Rules
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+10
Standard Description: Graph the results of a dilation of an image given the preimage and the verbal rule.

Key Concepts:
*None specified*

Learning Objectives:
* Graph the dilated image on a coordinate plane given the preimage and an algebraic dilation rule.
* Write the coordinates of each dilated vertex given the preimage on a coordinate plane and a scale factor.

Assessment Boundaries:
* Assessment is restricted to:
- Dilations centered at the origin (0, 0) only
- Preimage shown on a coordinate plane with labeled vertices at integer coordinates
- Student produces the dilated image (by graphing or calculating coordinates)
- Shapes: triangles, quadrilaterals (including irregular), other polygons
- All original vertices at integer coordinates
- All dilated vertices must land on integer or half-integer grid points
- Scale factors: whole numbers, unit fractions, decimals, or non-unit fractions
- Coordinates may be positive, negative, or zero (all four quadrants)
- Grid range typically −10 to 10 on both axes

Common Misconceptions:
* Adding the scale factor to coordinates instead of multiplying (e.g., for scale factor 2 and point (3, 4), writing (5, 6) instead of (6, 8))
* Applying the scale factor to only the x-coordinate or only the y-coordinate, producing a distorted (non-proportional) image.
* Plotting the dilated points correctly but connecting vertices in the wrong order, producing an incorrectly shaped image
* Using the reciprocal of the scale factor (e.g., dividing by 2 instead of multiplying by 2, or multiplying by 3 instead of 1/3)

Difficulty Definitions:
* Easy:
  Preimage shown on coordinate grid
Dilation described in WRITTEN/VERBAL form: "dilation of [k] about the origin"
Scale factor is a whole number (2, 3) or simple decimal (1.5)
Student graphs the dilated image on the grid
Graphing response
* Medium:
  Preimage shown on coordinate grid
Dilation given as ALGEBRAIC RULE: (x, y) → (kx, ky) or "scale factor of k, centered at the origin"
Scale factor is a unit fraction (1/2, 1/3, 1/4) or whole number
Student graphs the dilated image on the grid
Graphing response
* Hard:
  Preimage shown on coordinate grid
Dilation described with scale factor (fraction or decimal)
Student WRITES the coordinates of each dilated vertex as text entry
Does NOT graph — provides numerical answers
Text entry response (ordered pairs)

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Dilations: Writing the Algebraic Rule from Tables
Lesson Order: 34.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+11
Standard Description: From the table of coordinates, formulate the algebraic rule for the dilation mapping for (x, y).

Key Concepts:
*None specified*

Learning Objectives:
* Determine the dilation rule from a table showing both original and dilated vertex coordinates
* Write the transformation rule for a dilation given the original vertices and the scale factor.

Assessment Boundaries:
* Assessment is restricted to:

- Dilations centered at the origin (0, 0) only
- Coordinate plane with integer coordinates for original vertices
- Scale factors expressed as fractions or whole numbers
- Shapes: rectangles, pentagons, triangles, or other polygons
- Transformation rules in the form (x, y) → (kx, ky) for dilations
- Tables showing vertex coordinates (original and/or dilated)
- All coordinates are integers; dilated coordinates may be integers or result from fractional scale factors
- No graphical coordinate plane shown—information presented in table format only

Common Misconceptions:
* Adding the scale factor to coordinates instead of multiplying (e.g., writing (x + 2/3, y + 2/3) instead of (2/3 x, 2/3 y)).
* Computing coordinate differences from a different row with negative coordinates, producing a translation rule with different signs (e.g., from (−12,9) → (−8,6): computing (−8−(−12), 6−9) = (4,−3) and writing (x+4, y−3)).
* Computing coordinate differences from one row instead of ratios, producing a translation rule (e.g., from (12,9) → (8,6): computing (8−12, 6−9) = (−4,−3) and writing (x−4, y−3) instead of (2/3 x, 2/3 y)).
* Dividing the original coordinate by the dilated coordinate instead of dilated by original, resulting in the reciprocal scale factor (e.g., getting 3/2 instead of 2/3).

Difficulty Definitions:
* Easy:
  Table shows ONLY original vertices
Scale factor is GIVEN in the stem
Student writes the rule for the corresponding point on the dilated figure
Question: "If (x, y) represents any point on [shape], which ordered pair represents the corresponding point on [shape']?"
MCQ with 4 options—all are transformation rules
Distractors include reciprocal scale factor, addition instead of multiplication
* Medium:
  Table shows BOTH original vertices AND dilated vertices
Student determines the scale factor and writes the dilation rule
Question: "What rule is applied to the original [shape] to create the new [shape]?"
MCQ with 4 options including dilation rules and translation rules as distractors
Center of dilation at origin is stated in stem
Both original and dilated coordinates must be integers (choose original coordinates divisible by the scale factor denominator to ensure clean integer results in both columns)
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Dilations: Writing the Algebric Rule from Graphs
Lesson Order: 36.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+12
Standard Description: Write the agebraic rule for a graph that shows the results of a dilation.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the coordinates of a dilated point or write the dilation rule when the scale factor is given as a variable or must be derived from partial information.
* Write the algebraic rule for a dilation from a graph showing both preimage and image, where the scale factor is a non-unit fraction or decimal.
* Write the algebraic rule for a dilation from a graph showing both preimage and image, where the scale factor is a whole number or unit fraction.

Assessment Boundaries:
* Assessment is restricted to:

- UNIQUENESS: Two questions with the same dilation rule (e.g., both use k=2) are NOT duplicates 
  if they use different polygon types (triangle vs quadrilateral vs pentagon vs hexagon) 
  or different vertex coordinates. Only flag as duplicate when BOTH the scale factor AND 
  the polygon type match.

- Dilations centered at the origin (0, 0) only
- Coordinate plane graph showing shapes with vertices at integer coordinates
- Both original shape and dilated shape shown on same graph (EASY and MEDIUM)
- Only preimage shown for HARD (dilated image information given in text)
- Shapes: triangles, quadrilaterals, pentagons, hexagons
- Vertices labeled with letters (original: no prime; dilated: with prime, e.g., A and A')
- Scale factors expressed as fractions, whole numbers, decimals, or variables
- Transformation rules in the form (x, y) → (kx, ky) for dilations
- Grid lines visible; coordinates readable from graph
- Shapes may span multiple quadrants (coordinates may be positive or negative)
- Maximum absolute coordinate value for any vertex (preimage or image): 10
- This ensures axis range stays within approximately ±12, keeping all coordinates readable

Common Misconceptions:
* Adding or subtracting the scale factor instead of multiplying (e.g., writing (x + k, y + k) instead of (kx, ky)).
* For variable scale factor problems: dividing coordinates by n instead of multiplying (e.g., writing (-3/n, -5/n) instead of (-3n, -5n)).
* Using a translation rule (x + a, y + b) instead of a dilation rule (kx, ky)—confusing transformation types by finding the difference between coordinates rather than the ratio.
* Using the reciprocal of the scale factor—dividing original by dilated instead of dilated by original, or confusing which shape is the preimage vs. image.

Difficulty Definitions:
* Easy:
  Both the preimage and image are shown as complete polygons on the coordinate grid, and the scale factor is a whole number or unit fraction.
* Medium:
  Both the preimage and image are shown as complete polygons on the coordinate grid, and the scale factor is a non-integer terminating decimal or fraction (e.g., 1.5, 0.75, 4.5, 7/4).
* Hard:
  Only the preimage is shown on the coordinate grid; the scale factor is given as variable n, and the student writes the dilated point's coordinates in terms of n.
A word problem context with graph of preimage; one dilated vertex coordinate is given in the stem, and the student determines the scale factor and writes the rule.

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Dilations: Writing the Algebraic Rule from the Preimage Vertices and Scale Factor
Lesson Order: 37.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+13
Standard Description: Write the algebraic rule for a dilation on the coordinate plane from the given preimage vertices and scale factor.

Key Concepts:
*None specified*

Learning Objectives:
* Write the algebraic dilation rule given vertex coordinates in text, a blank coordinate grid, and a numerical scale factor.
* Write the algebraic rule for a dilation on the coordinate plane from the given preimage vertices and scale factor.

Assessment Boundaries:
* Assessment is restricted to:

- Dilations centered at the origin (0, 0) only
- Vertex coordinates given in text (not read from graph)
- Scale factor explicitly provided in the stem
- Shapes: triangles, quadrilaterals (including irregular), pentagons, other polygons
- Vertices labeled with letters; coordinates given as ordered pairs
- Scale factors expressed as fractions, whole numbers, or variables
- Transformation rules in the form (x, y) → (kx, ky) for dilations
- Coordinates may be positive, negative, or zero
- All given coordinates are integers

- EASY/MEDIUM: Answer options are transformation rules (x, y) → (kx, ky)
- HARD: Answer options are coordinate expressions for a specific 
  dilated vertex in terms of the variable scale factor

Common Misconceptions:
* Adding the reciprocal of the scale factor instead of multiplying by the scale factor (e.g., writing (x + 2/3, y + 2/3) instead of (3/2 x, 3/2 y)).
* Adding the scale factor to coordinates instead of multiplying (e.g., writing (x + 3/2, y + 3/2) instead of (3/2 x, 3/2 y)).
* For variable scale factors: dividing by the variable instead of multiplying (e.g., writing (6/u, −3/u) instead of (6u, −3u)).
* Using the reciprocal of the scale factor (e.g., using 2/3 instead of 3/2)—confusing enlargement with reduction.

Difficulty Definitions:
* Easy:
  Vertex coordinates listed in text
Image with a blank coordinate grid shown
ONLY easy questions have a STIMULUS attached
Scale factor GIVEN as a numerical value (fraction or whole number)
Question asks for the algebraic rule: "If (x, y) represents any point... which ordered pair represents the corresponding point?"
MCQ with 4 options
* Medium:
  Two types of questions: a) - with a perimeter or square as a distractor, and b) - without this distractor
Vertex coordinates listed in text
NO image with coordinate grid provided (non-stimulus)
Scale factor GIVEN as a numerical value
Pure algebraic reasoning required
MCQ with 4 options
* Hard:
  Vertex coordinates listed in text
NO coordinate grid provided (non-stimulus)
Scale factor given as a VARIABLE (u, n, k, etc.)
Question asks for coordinates of a specific dilated vertex in terms of the variable
Answer options contain variable expressions
MCQ with 4 options

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Dilations: Properties
Lesson Order: 38.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+14
Standard Description: Identify which statements about side lengths, angle measures, congruence, and similarity are true after a dilation about the origin by using the dilation rule/scale factor.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the true statement about dilation properties when both preimage and image are shown, with a whole number or unit fraction scale factor.

Assessment Boundaries:
* Assessment is restricted to:

- Dilations centered at the origin (0, 0) only
- Coordinate plane graph with shapes shown
- Shapes: triangles, quadrilaterals (including irregular), other polygons
- Vertices labeled with letters (preimage: unprimed; image: primed)
- Questions ask "Which statement is true?" about properties of the dilation
- Statements address: side length relationships, angle measure relationships, congruence, and/or similarity
- Key properties tested:
  - Side lengths are MULTIPLIED by the scale factor
  - Angle measures are PRESERVED (unchanged)
  - Dilated figures are SIMILAR to the original
  - Congruent only if scale factor = 1

Common Misconceptions:
* Believing that angle measures change under dilation — either multiplied by the scale factor (e.g., thinking angles become k times as large) or increased by the scale factor (e.g., thinking each angle increases by k degrees). In reality, angle measures are always preserved.
* Believing that side lengths are changed by addition rather than multiplication (e.g., thinking each side length increases by k units rather than being multiplied by k).
* Confusing dilation with rigid transformations (reflection, rotation, translation) and believing the image is congruent to the preimage.
* Reversing the size relationship between preimage and image — confusing which shape is larger or stating the relationship in the wrong direction (e.g., saying preimage sides are 1/2 the image sides when the image is actually the smaller figure).

Difficulty Definitions:
* Easy:
  Coordinate grid shows both preimage and dilated image with vertices at integer coordinates
Scale factor is a whole number or unit fraction (2, 3, 1/2, 1/3), visually determinable from the graph
Question asks "Which statement is true?" about properties of the dilation
MCQ with 4 options — statements about side lengths, angle measures, congruence, and similarity
One correct statement + three misconception-based distractors
* Medium:
  Coordinate grid shows both preimage and dilated image with vertices at integer coordinates
Scale factor is a whole number only (2, 3, 4, 5) — no fractions or decimals
Question asks "Which statement is true?" about properties of the dilation
MCQ with 4 options — focus on distinguishing multiplication from addition for side lengths and understanding angles are preserved
One correct statement + three misconception-based distractors
* Hard:
  Coordinate grid shows only the preimage
Dilation rule given algebraically in stem: (x, y) → (kx, ky) with a specific decimal scale factor (e.g., 3.75, 2.5, 1.25, 0.75)
Question asks "Which statement is true?" about properties of the dilation
MCQ with 4 options using the specific scale factor value from the rule
Required option types: angles × k (wrong), angles + k (wrong), side lengths × k (correct), side lengths + k (wrong)

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Dilations: Scale Factors Enlargement vs Reduction
Lesson Order: 39.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+15
Standard Description: Select the correct statement or coordinate rule for a dilation about the origin by interpreting the scale factor in 
(????, ????)→(????????, ????????) to determine whether the image is an enlargement or a reduction.

Key Concepts:
*None specified*

Learning Objectives:
* Determine which general statement about a dilation rule (x, y) → (ax, ay) is true based on the value of the variable scale factor a.

Assessment Boundaries:
* Assessment is restricted to:

- Dilation center: always the origin
- Rule format: (x, y) → (kx, ky) — scale factor k read directly from the rule
- Scale factors: positive integers, unit fractions, simple fractions, or terminating decimals
- Task types:
  - Identify whether a dilation is an enlargement (k > 1) or reduction (0 < k < 1)
  - Select the transformation rule that matches a described enlargement or reduction
- All questions are MCQ with 4 options
- EASY: k is a whole number or unit fraction (e.g., 2, 3, 1/4)
- MEDIUM: k is a non-unit fraction or near-1 decimal (e.g., 5/4, 0.9)
- Distractors include translation rules (x+a, y+b) and dilations with k on the wrong side of 1
- No coordinate computation — students do not find dilated vertex coordinates
- No writing a rule from a graph

Common Misconceptions:
* Confusing dilation rules with translation rules — selecting (x+a, y+b) as a dilation because it modifies both coordinates, without recognizing that dilations multiply by k while translations add constants.
* Misunderstanding what dilations preserve vs change — thinking dilations change angles, confusing dilated figures with congruent figures, or believing area scales by k instead of k². Dilations produce similar figures with preserved angles and proportional sides
* Reversing preimage and image on the coordinate grid — using image coordinates
as the preimage, which produces the reciprocal of the actual k and leads
to the wrong enlargement/reduction conclusion.
* Thinking any fraction means reduction — choosing a rule with k = 5/4 or k = 3/2 as a reduction because the answer "looks like a fraction," without checking whether the fraction is greater or less than 1.

Difficulty Definitions:
* Easy:
  Dilation rule given in the form (x, y) → (kx, ky) with k a whole number or unit fraction
Coordinate grid shows only the preimage; dilation rule stated in stem
Question asks which statement correctly describes the size change and reason
Student reads k, compares to 1, selects matching statement
All four MCQ options combine size (larger/smaller) with reason (k > 1 or k < 1)
* Medium:
  Dilation described verbally (e.g., "creates a smaller polygon") — no coordinate grid
Four MCQ options include: 1 correct dilation rule, translation rules (x+a, y+b),
and a dilation with k on the wrong side of 1
Student must identify which options are valid dilation rules, then check k range
Scale factor may be a non-unit fraction (5/4, 3/2) or near-1 decimal (0.9, 0.6)
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Identifying Transformations from Algebraic Rules
Lesson Order: 41.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+16
Standard Description: Identify the transformation (reflection, rotation, translation, or dilation) represented by a coordinate rule by analyzing how the signs and positions of (x,y) change.

Key Concepts:
*None specified*

Learning Objectives:
* Identify the transformation type (translation, reflection, rotation, or dilation) represented by a coordinate rule that involves fractions or decimals.

Assessment Boundaries:
* Assessment is restricted to:

- Transformations: translations, reflections, dilations, rotations
- All transformations centered at or about the origin (0, 0)
- Rules given in algebraic form: (x, y) → (expression, expression)
- Student identifies the transformation TYPE from the rule
- Non-stimulus based (text only, no graphs or images)
- All questions are MCQ with 4 options
- EASY: rules involve whole numbers or sign changes only
- MEDIUM: rules involve fractions or decimals

Standard algebraic rules covered:
- Translation: (x, y) → (x + a, y + b)
- Reflection across x-axis: (x, y) → (x, −y)
- Reflection across y-axis: (x, y) → (−x, y)
- Rotation 90° clockwise: (x, y) → (y, −x)
- Rotation 90° counterclockwise: (x, y) → (−y, x)
- Rotation 180°: (x, y) → (−x, −y)
- Dilation from origin: (x, y) → (kx, ky)

Common Misconceptions:
* Confusing dilation with translation — e.g., thinking (x, y) → (2x, 2y) means "add 2 to each coordinate" (translation) instead of "multiply each coordinate by 2" (dilation).
* Confusing reflection with rotation — e.g., thinking (x, y) → (−x, −y) is a reflection when it is actually a 180° rotation about the origin.
* Confusing rotation degrees — e.g., thinking (x, y) → (−x, −y) is a 90° rotation when it is actually a 180° rotation, because the student does not recognize that 90° rotation swaps coordinates.
* Confusing which axis a reflection is across — e.g., thinking (x, y) → (−x, y) is a reflection across the x-axis when it is actually across the y-axis, because the student mixes up which coordinate changes sign.

Difficulty Definitions:
* Easy:
  Rule involves whole numbers or sign/variable changes only
Translation constants are whole numbers: (x + 3, y − 2)
Dilation scale factors are whole numbers: (2x, 2y)
Reflections and rotations use standard sign rules
Student identifies which transformation the rule describes
MCQ with 4 options
* Medium:
  Rule involves fractions or decimals
Translation constants may be fractions: (x + 1/2, y − 3/4)
Dilation scale factors may be fractions or decimals: (1/2 x, 1/2 y) or (0.5x, 0.5y)
Same transformation types as EASY
Student identifies which transformation the rule describes
MCQ with 4 options
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Reflections: Graphing from PreImages and Given Rules
Lesson Order: 28.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+4
Standard Description: Graph the results of a reflection of an image over the x or y axis given the preimage and the verbal rule.

Key Concepts:
*None specified*

Learning Objectives:
* Determine reflected vertex coordinates from a graphed polygon and a stated axis reflection.
Write the ordered pairs for all primed vertices in the response blanks.
* Determine the correct reflected image of a polygon from a preimage and a stated reflection axis. Select the graph option that correctly represents the reflection result.

Assessment Boundaries:
* - Assess only reflections on the coordinate plane over the x-axis or the y-axis.
- Use polygons with 3 to 5 sides as preimages.
- Use labeled polygon preimages and their reflected images to evaluate understanding of reflection mappings.
- Require exactly one reflection transformation per item.
- Keep all reasoning tied to axis symmetry and point correspondence under reflection.
- Allow multiple-choice graph-selection and coordinate-entry response formats.
- Forbid open-response graph-drawing interactions.
- Forbid transformations over lines other than the x-axis or y-axis.
- Forbid translation, rotation, dilation, and multi-step transformation composition.

Common Misconceptions:
* Students choose an option that maps only one or two vertices correctly instead of verifying all corresponding vertices.
* Students negate both coordinates regardless of axis, confusing axis reflection with origin symmetry.
* Students preserve shape appearance but fail to preserve equal perpendicular distance from the axis of reflection.
* Students reflect across the wrong axis because they attend to figure direction rather than the stated reflection rule.

Difficulty Definitions:
* Easy:
  Use graph-selection MCQs where students choose which option graph is the correct reflection.
Provide straightforward preimage placement and a directly stated axis of reflection.
Use visual distractors that reflect common wrong-axis or non-reflection outcomes.
Axis balance: generate a mix of x-axis and y-axis reflections across the set (avoid axis bias).
Polygon mix: include triangles, quadrilaterals, and pentagons across the set (do not omit triangles).
Label rotation: vary polygon label sets; do not reuse only PQRST and ABCD/JKLM repeatedly.
* Medium:
  Use coordinate-entry items where students provide reflected vertex coordinates in multiple blanks.
Require matching all corresponding reflected vertices for a polygon under a stated reflection.
Increase precision demands through exact ordered-pair entry for each labeled image point.
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Reflections: Writing the Algebric Rule from Graphs
Lesson Order: 29.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+5
Standard Description: Write the algebraic rule for a reflection given either the graph of a preimage and image, or the graph of the preimage and a verbal rule.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the correct algebraic reflection rule from a graphed figure and a verbal reflection statement. Select the rule that matches the reflected image mapping on the coordinate plane.
* Identify the algebraic rule that describes a reflection by analyzing a graphed preimage and its image. Select the correct rule from multiple choices.

Assessment Boundaries:
* - Assess only reflections on the coordinate plane over the x-axis or the y-axis.
- Use polygons with 3 to 5 sides as preimages.
- Focus on identifying or writing algebraic reflection rules that map preimage points to image points.
- Use coordinate-plane figures with labeled vertices to support rule inference.
- Require transformations to preserve reflection properties and point correspondence.
- Restrict to one reflection transformation per item.
- Forbid translation, rotation, dilation, and multi-step transformation composition.
- Forbid reflections over lines other than the x-axis or y-axis.
- Keep all graphed figures within the visible grid.

Common Misconceptions:
* Students choose a translation-style rule because they track movement direction instead of mirror symmetry.
* Students confuse x-axis and y-axis reflections and negate the wrong coordinate component.
* Students infer rules from overall shape position rather than checking corresponding vertex mapping to primed points.
* Students treat reflection as coordinate swapping, conflating reflection with rotation-style mapping.

Difficulty Definitions:
* Easy:
  Use MCQ items where students select the correct algebraic rule from evidence on a coordinate grid showing both preimage and image.
Show preimage and image on the same grid; ask which rule describes the transformation (reflection focus).
Optionally include a short verbal transformation cue (e.g., “reflected across the x-axis / y-axis”) alongside the grid evidence.
Include distractors that are:
wrong-axis reflection rules (x-axis vs y-axis confusion),
origin reflection,
plausible non-reflection mappings (e.g., simple translations like (x+k) or (y+k), or another common rule form that doesn’t match the graph).
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Reflections: Description to Algebraic Rule
Lesson Order: 30.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+6
Standard Description: Write the algebraic rule from the description of an image being reflected.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the algebraic reflection rule from a verbal description of a polygon reflected across an axis. Select the rule that correctly maps points under the stated reflection.
* Identify the true statement about a reflected point or center by using the reflection rule over a specified axis.
Evaluate both the algebraic rule and the resulting reflected coordinate together.

Assessment Boundaries:
* Assessment is restricted to:
* Assess only single reflections across the x-axis or y-axis.
* Use polygons with 3 to 5 sides as preimages.
* Focus on converting a verbal reflection description into an algebraic coordinate rule.
* Allow figure-based or point-based descriptions as the given context.
* **Do not use the term “centroid” anywhere in the item.**
* **If referencing a “center,” restrict this to circles only (e.g., “a circle with center at (a, b)”). For polygons, reference a specific vertex (e.g., “vertex A at (a, b)”) instead of any center-based language.**
* Require reflected-image reasoning to preserve reflection correspondence.
* Restrict to one transformation per item.
* Forbid translations, rotations, dilations, and multi-step transformations.
* Forbid reflections across lines other than the x-axis or y-axis.
* Keep coordinate values and outputs in ordered-pair form when coordinates are used.

Common Misconceptions:
* Students match only part of a statement (rule or resulting point) and ignore inconsistency between them.
* Students negate the wrong coordinate because they confuse x-axis reflection with y-axis reflection.
* Students overgeneralize that both coordinates change sign for all reflections.
* Students select a translation-style rule because they interpret reflection as a shift in position.

Difficulty Definitions:
* Easy:
  Use direct reflection descriptions tied to a **named polygon** and a **stated axis** (e.g., x-axis or y-axis).
Include **verbal descriptions that may reference specific coordinates and object properties**.
Ask students to select the **matching algebraic rule** from **concise answer choices**.
Also allow items that require selecting the statement that includes **both**:
the **correct rule**, **and**
the **correct reflected coordinate result**.
Include distractors that cover **simple sign-change confusion** (e.g., wrong sign on x or y).
Increase distractor quality when appropriate by adding **plausible but incorrect rule–result pairings** (e.g., correct-looking rule with wrong reflected point, or wrong-axis rule paired with a believable coordinate outcome).
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Rotations: Graphing from PreImages and Given Rules
Lesson Order: 31.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+7
Standard Description: Graph the results of a rotation about the origin of an image 90°, 180°, 270°, and 360°, clockwise or counterclockwise.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the coordinates of a single point after a rotation about the origin by a given angle and direction. Write the ordered pair for the rotated point.
* Determine the coordinates of all vertices of a polygon after a rotation about the origin by a given angle and direction. Write the ordered pairs for all primed vertices in the response blanks.

Assessment Boundaries:
* - Assess only rotations about the origin on the coordinate plane.
- Restrict rotation angles to 90°, 180°, 270°, and 360°.
- Allow both clockwise and counterclockwise directions.
- Use polygons with 3 to 5 sides as preimages, or a single labeled point for easier items.
- Require all rotated points and images to remain within the visible coordinate grid range.
- Present a single rotation transformation per item.
- Forbid rotations about points other than the origin.
- Forbid reflections, translations, dilations, and multi-step transformation composition.

Common Misconceptions:
* Students apply the wrong rotation rule because they confuse clockwise with counterclockwise direction.
* Students rotate only one vertex correctly and misapply the rule to the remaining vertices.
* Students swap coordinates correctly but negate the wrong component for the given angle.
* Students treat a 270° clockwise rotation as different from a 90° counterclockwise rotation instead of recognizing equivalence.

Difficulty Definitions:
* Easy:
  Use a single labeled point as the preimage.
Require the student to find the coordinates of one rotated point.
Keep rotation angles and directions straightforward.
* Medium:
  Use a polygon with multiple labeled vertices as the preimage.
Require the student to find the coordinates of all rotated vertices.
Increase precision demands through multiple ordered-pair entries.
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Rotations: Writing the Algebric Rule from Graphs
Lesson Order: 32.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+8
Standard Description: Write the agebraic rule for a graph that shows the results of a rotation about the origin of an image 90°, 180°, 270°, and 360°, clockwise or counterclockwise.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the correct algebraic rotation rule from a graphed preimage and a verbal rotation statement.
Select the rule that matches the rotated image mapping on the coordinate plane.
* Identify the algebraic rule that describes a rotation by analyzing a graphed preimage and its image.
Select the correct rule from multiple choices.

Assessment Boundaries:
* - Assess only rotations about the origin on the coordinate plane.
- Restrict rotation angles to 90°, 180°, 270°, and 360°.
- Allow both clockwise and counterclockwise directions.
- Focus on identifying algebraic rotation rules that map preimage points to image points.
- Use polygons with 3 to 5 sides as preimages.
- Use coordinate-plane figures with labeled vertices to support rule inference.
- Restrict to one rotation transformation per item.
- Forbid rotations about points other than the origin.
- Forbid reflections, translations, dilations, and multi-step transformation composition.
- Keep all graphed figures within the visible grid.

Common Misconceptions:
* Students choose the wrong-direction rotation rule because they confuse clockwise with counterclockwise.
* Students do not recognize that 270° counterclockwise is equivalent to 90° clockwise and select the wrong option.
* Students infer rules from overall shape position rather than checking corresponding vertex mapping to primed points.
* Students select a reflection rule because they confuse rotation with flipping across an axis.

Difficulty Definitions:
* Easy:
  Use MCQ items where students select the correct **algebraic rotation rule** using evidence from a coordinate grid and/or a verbal rotation statement.
Stimulus options:
Show **both preimage and image** on the same grid; ask which rule describes the transformation, **or**
Show **only the preimage** on the grid and provide the **rotation angle and direction verbally**.
Include distractors that cover:
wrong-direction** rotation rules,
wrong-angle** rotation rules (plausible alternatives),
reflection rules** (as non-rotation traps).
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.G.A+1
Cluster Name: Understand congruence and similarity using physical models, transparencies, or geometry software.
Lesson Name: Rotations: Description to Algebraic Rule
Lesson Order: 33.0
Standard ID: CCSS.MATH.CONTENT.8.G.A.3+9
Standard Description: Write the algebraic rule from the description of an image being rotated.

Key Concepts:
*None specified*

Learning Objectives:
* Determine the algebraic rotation rule from a verbal description of a polygon rotated about the origin by a given angle and direction.
Select the rule that correctly maps points under the stated rotation.

Assessment Boundaries:
* - Assess only rotations about the origin on the coordinate plane.
- Restrict rotation angles to 90°, 180°, 270°, and 360°.
- Allow both clockwise and counterclockwise directions.
- Focus on converting a verbal rotation description into an algebraic coordinate rule.
- Use polygons with 3 to 5 sides as the named figures in verbal descriptions.
- Restrict to one rotation transformation per item.
- Forbid rotations about points other than the origin.
- Forbid reflections, translations, dilations, and multi-step transformation composition.

Common Misconceptions:
* Students choose the wrong-direction rotation rule because they confuse clockwise with counterclockwise.
* Students do not recognize that 270° counterclockwise is equivalent to 90° clockwise and select the wrong option.
* Students select a reflection rule because they confuse rotation with flipping across an axis.
* Students swap coordinate positions correctly but negate the wrong component for the stated angle.

Difficulty Definitions:
* Easy:
  Use direct verbal rotation descriptions tied to a named polygon, a rotation angle, and a direction.
Ask for the matching algebraic rule from concise answer choices.
Include distractors that represent reflection rules and wrong-direction rotation rules.
* Medium:
  N/A
* Hard:
  N/A

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A+1
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Classify Numbers
Lesson Order: 1.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.1+1
Standard Description: Classify real numbers by using definitions and subset relationships in the real number system to select or complete correct Venn diagram representations (including natural, whole, integers, rational, irrational, and real numbers)

Key Concepts:
*None specified*

Learning Objectives:
* Classify a given number into the correct subset of the real number system (natural, whole, integer, rational, irrational) by simplifying and evaluating the number.
* Determine which Venn diagram correctly represents the subset relationship between two symbolically named sets using standard mathematical notation (N, W, Z, Q, R).

Assessment Boundaries:
* Assessment is restricted to:
- Real numbers only (no complex or imaginary numbers).
- Number sets: natural numbers, whole numbers, integers, rational numbers, irrational numbers, and real numbers.
- Numbers must not exceed three digits in magnitude.

Common Misconceptions:
* Assuming repeating decimals are irrational because they appear to go on forever
* Believing that all fractions are less than 1, not recognizing improper fractions as rational numbers.
* Believing that rational and irrational numbers overlap or that one is a subset of the other, rather than understanding they are disjoint sets that together form the real numbers.
* Confusing terminating decimals with integers
* Confusing the result of simplifying a square root with the operation itself, leading to incorrect classification (e.g., thinking −√169 equals −84.5 by dividing instead of finding the square root).
* Forgetting the negative sign when simplifying square roots or misclassifying negative integers as whole numbers instead of recognizing they belong to integers but not whole numbers.
* Reversing subset relationships, such as thinking all rational numbers are integers instead of understanding that all integers are rational numbers (Z ⊂ Q).
* Thinking that a multiple of π (e.g., 2π) could be rational because the coefficient is rational.

Difficulty Definitions:
* Easy:
  Given a single Real Number (Rational, Irrational, Integers ,Whole Numbers, Natural Numbers)
Task: Identify the correct subset placement by simplifying/evaluating the number.
Numbers are straightforward to classify
Vary which set is the correct answer (Natural, Whole, Integer, Rational, Irrational).
* Medium:
  Given two number sets (rational and irrational, or other pairs)
Task: Select the correct Venn diagram representation by applying definitions and subset/disjoint relationships.
Requires understanding subset relationships (natural ⊂ whole ⊂ integers ⊂ rational ⊂ real).
Venn diagrams show different relationship structures (disjoint, overlapping, subset).
* Hard:
  Determine which Venn diagram correctly represents the subset relationship between two symbolically named sets using standard mathematical notation (N, W, Z, Q, R).

---

Subject: Math
Course: 8th Grade TEKS
Unit ID: Math Grade 8 Unit 1
Unit Name: TEKS Supplemental
Cluster ID: CCSS.MATH.CONTENT.8.NS.A+1
Cluster Name: Know that there are numbers that are not rational, and approximate them by rational numbers.
Lesson Name: Approximating Square Roots on the Number Line
Lesson Order: 2.0
Standard ID: CCSS.MATH.CONTENT.8.NS.A.2+6
Standard Description: Approximate square root values and match them to their correct locations on a number line.

Key Concepts:
*None specified*

Learning Objectives:
* Approximate the value of a square root of a whole number and identify its location among labeled points on a number line with integer intervals.
* Given a number line with one point on it (not on an integer), determine which value best represents the point, with answer choices that are square roots of decimal numbers.
* Given a number line with one point on it (not on an integer), determine which value best represents the point, with answer choices that are square roots of whole numbers.

Assessment Boundaries:
* Assessment is restricted to:
- Square roots must be of positive whole numbers or positive decimals with at most one decimal place.
- No negative numbers, complex numbers, or cube roots.
- No algebraic manipulation or equation solving required.

Common Misconceptions:
* Confusing the radicand with the square root value — treating the number under the radical as the result itself, leading the student to look for a position far to the right of the actual value on the number line.
* Estimating the square root too close to the lower or upper perfect square bound — not using proportional reasoning to judge how close the radicand is to each bounding perfect square, resulting in an imprecise placement within the correct interval.
* Incorrectly identifying the surrounding perfect squares — failing to bracket the radicand between two consecutive perfect squares, which causes the student to place or match the value in the wrong integer interval.
* Misreading the number line scale or point position — incorrectly interpreting tick mark spacing, interval labels, or the plotted point's location, especially when the number line uses decimal increments or when multiple points are close together.

Difficulty Definitions:
* Easy:
  Given a number line and a square root, determine which point best represents the value of the root.
* Medium:
  Given a number line with one point on it (not on an integer), determine which value best represents the point, with answer choices that are square roots of whole numbers.
* Hard:
  Given a number line with one point on it (not on an integer), determine which value best represents the point, with answer choices that are square roots of decimals (no more than one digit after the decimal).

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1
Standard Description: Through participation become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+1
Standard Description: Recognize a steady beat; moving to a beat; play a steady beat; recognize accents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+10
Standard Description: Hum the melody while listening to music.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+11
Standard Description: Echo short rhythms and melodic patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+12
Standard Description: Participate in call and response activities (e.g., Funga Alafia, Down By the Bay, Che Che Kule).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+13
Standard Description: Play simple rhythms and melodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+14
Standard Description: Recognize like and unlike phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+15
Standard Description: Recognize that music has timbre or tone color.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+16
Standard Description: Sing unaccompanied, accompanied, and in unison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+2
Standard Description: Move responsively to music (marching, walking, hopping, swaying, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+3
Standard Description: Participate in play party activities and dance (e.g., Chimes of Dunkirk, Les Saluts).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+4
Standard Description: Engage in improvisation activities (e.g., Highway Number One, There was a Man and He was Mad).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+5
Standard Description: Recognize short and long sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+6
Standard Description: Discriminate between fast and slow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+7
Standard Description: Discriminate between obvious differences in pitch: high and low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+8
Standard Description: Discriminate between loud and soft.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-1A-1+9
Standard Description: Understand that melody can move up and down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-1A-2
Standard Description: Recognize (aurally) the following frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-1A-2+1
Standard Description: adagio (slow)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-1A-2+2
Standard Description: moderato (medium) allegro (fast)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G1-1A-3
Standard Description: Understand that music is written down in a special way and become familiar with the following notation:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-1
Unit Name: Elements of Music
Cluster ID: CKMU-G1-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G1-1A-3+1
Standard Description: 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2A
Cluster Name: Musical Terms and Concepts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2A-1
Standard Description: Composers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2A
Cluster Name: Musical Terms and Concepts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2A-1+1
Standard Description: Know that a composer is someone who writes music.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2A
Cluster Name: Musical Terms and Concepts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2A-1+2
Standard Description: Become familiar with Wolfgang Amadeus Mozart as a composer who wrote what is known as classical music, and listen to the Allegro (first movement) from A Little Night Music (Eine kleine Nachtmusik).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2A
Cluster Name: Musical Terms and Concepts
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-2A-2
Standard Description: Orchestra

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2A
Cluster Name: Musical Terms and Concepts
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-2A-2+1
Standard Description: Become familiar with the families of instruments in the orchestra: strings, brass, woodwinds, percussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2A
Cluster Name: Musical Terms and Concepts
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-2A-2+2
Standard Description: Know that the leader of the orchestra is called the conductor. Listen to Sergei Prokofiev, Peter and the Wolf.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2B-1
Standard Description: Opera

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2B-1+1
Standard Description: Understand that opera combines music, singing, and acting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2B-1+2
Standard Description: Listen to selections from Humperdinck’s Hansel and Gretel: “Brother, Come Dance with Me,” “I Am the Little Sandman,” “Children’s Prayer.”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-2B-2
Standard Description: Instrumental Music

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-2B-2+1
Standard Description: Listen to Paul Dukas, The Sorcerer’s Apprentice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G1-2B-3
Standard Description: Ballet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G1-2B-3+1
Standard Description: Understand that ballet combines music and movement, often to tell a story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2B
Cluster Name: Music Can Tell a Story
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G1-2B-3+2
Standard Description: Listen to Tchaikovsky’s Nutcracker Suite.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2C
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2C-1
Standard Description: Jazz

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2C
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2C-1+1
Standard Description: Understand that jazz is a kind of music that developed in America, with African and African American roots, and that jazz musicians improvise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2C
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2C-1+2
Standard Description: Recognize Louis Armstrong as a great early jazz musician. Listen to What a Wonderful World.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G1-2C
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-2C-1+3
Standard Description: Listen and dance to Doin' the Suzie Q (Lil Hardin Armstrong).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G1-3A-1
Standard Description: “My Country Tis of Thee”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G1-3A-10
Standard Description: “She’ll Be Comin’ ’Round the Mountain”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-G1-3A-11
Standard Description: “Skip to My Lou”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-G1-3A-12
Standard Description: “Take Me Out to the Ball Game”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-G1-3A-13
Standard Description: “There’s a Hole in the Bucket”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKMU-G1-3A-14
Standard Description: “When the Saints Go Marching In”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKMU-G1-3A-15
Standard Description: “Yankee Doodle”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G1-3A-2
Standard Description: “Dry Bones”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G1-3A-3
Standard Description: “For He’s a Jolly Good Fellow”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G1-3A-4
Standard Description: “Frère Jacques”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G1-3A-5
Standard Description: “La Raspa”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G1-3A-6
Standard Description: “Make New Friends”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G1-3A-7
Standard Description: “Michael, Row the Boat Ashore”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-G1-3A-8
Standard Description: “Oh, Dear, What Can the Matter Be?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 1 Music
Unit ID: CKMU-G1-3
Unit Name: Songs
Cluster ID: CKMU-G1-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-G1-3A-9
Standard Description: “On Top of Old Smokey”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1
Standard Description: Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+1
Standard Description: Recognize a steady beat, accents, and the downbeat; play a steady beat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+10
Standard Description: Engage in improvisation activities (e.g., Bum, Bum, Bum Here We Come).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+11
Standard Description: Participate in call and response activities (e.g., My Aunt Came Back, Oh Won’t You Sit Down?).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+12
Standard Description: Participate in simple rounds (e.g., Canoe Song).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+13
Standard Description: Sing Partner Songs (e.g., This Old Man, Michael Finnegan).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+14
Standard Description: Dance and echo rhythm (e.g., Miss Mary Mack, Alabama Gal).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+15
Standard Description: Play simple rhythms and melodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+16
Standard Description: Recognize like and unlike phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+17
Standard Description: Recognize timbre (tone color).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+18
Standard Description: Sing unaccompanied, accompanied, and in unison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+19
Standard Description: Recognize verse and refrain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+2
Standard Description: Move responsively to music (marching, walking, hopping, swaying, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+20
Standard Description: Recognize that musical notes have names.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+21
Standard Description: Recognize a scale as a series of notes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+22
Standard Description: Sing the C major scale using “do re mi,” etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+3
Standard Description: Recognize short and long sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+4
Standard Description: Discriminate between fast and slow; gradually slowing down and getting faster.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+5
Standard Description: Discriminate between differences in pitch: high and low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+6
Standard Description: Discriminate between loud and soft; gradually increasing and decreasing volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+7
Standard Description: Understand that melody can move up and down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+8
Standard Description: Hum the melody while listening to music.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-1A-1+9
Standard Description: Echo short rhythms and melodic patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-1A-2
Standard Description: Recognize (aurally) the following frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-1A-2-1+1
Standard Description: adagio (slow); moderato (medium); allegro (fast)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-1A-2-2+1
Standard Description: piano (soft); forte (loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-1A-3
Standard Description: Understand the following notation:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-1A-3+1
Standard Description: 𝄚 staff, 𝄞 treble clef, names of lines and spaces in the treble clef

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-1A-3+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-1A-3+3
Standard Description: 𝄽 quarter rest, 𝄾 eight rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-1
Unit Name: Elements of Music
Cluster ID: CKMU-G2-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-1A-3+4
Standard Description: 𝆏 piano 𝆑 forte

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2A-1
Standard Description: Review families of instruments: strings, brass, woodwinds, percussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-2A-2
Standard Description: Become familiar with instruments in the string family—violin, viola, cello, double bass—and listen to

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-2A-2+1
Standard Description: Camille Saint-Saëns, from Carnival of the Animals: “The Swan” (cello) and “Elephants” (double bass)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-2A-2+2
Standard Description: Antonio Vivaldi, The Four Seasons

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-2A-3
Standard Description: Become familiar with instruments in the percussion family—for example, drums (timpani, snare), xylophone, wood block, maracas, cymbals, triangle, tambourine—and listen to

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-2A-3+1
Standard Description: Carlos Chavez, Toccata for Percussion, third movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-2A-3+2
Standard Description: Evelyn Glennie, A Little Prayer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-2A-3+3
Standard Description: Abing (Hua Yanjun), The Moon’s Reflection on the Second Spring

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-2A-3+4
Standard Description: Heitor Villa-Lobos, O Polichinelo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2B
Cluster Name: Keyboard Instruments
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2B-1
Standard Description: Recognize that the piano and organ are keyboard instruments, and listen to a variety of keyboard music, including:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2B
Cluster Name: Keyboard Instruments
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2B-1+1
Standard Description: Wolfgang Amadeus Mozart, “Rondo Alla Turca” from Piano Sonata K. 331

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2B
Cluster Name: Keyboard Instruments
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2B-1+2
Standard Description: Ludwig van Beethoven, “Für Elise”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2B
Cluster Name: Keyboard Instruments
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2B-1+3
Standard Description: Felix Mendelssohn, from Songs without Words, “Spring Song”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2B
Cluster Name: Keyboard Instruments
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2B-1+4
Standard Description: Fanny Mendelssohn, “piano trio in d minor, op. 11”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-2C-1
Standard Description: Antonio Vivaldi, The Four Seasons

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-2C-2
Standard Description: Johann Sebastian Bach, Minuet in G major (collected by Bach in the Anna Magdalena Notebook); Jesu, Joy of Man’s Desiring; Toccata and Fugue in D minor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G2-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-2C-3
Standard Description: Ludwig van Beethoven, Symphony No. 6 (“Pastoral”): first movement and from final movement, “Thunderstorm” to end of symphony

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G2-3A-1
Standard Description: “Casey Jones” (chorus only)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G2-3A-10
Standard Description: “Swing Low, Sweet Chariot”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-G2-3A-11
Standard Description: “This Land Is Your Land”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-G2-3A-12
Standard Description: “When Johnny Comes Marching Home”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-G2-3A-13
Standard Description: “If You Miss Me From the Back of the Bus”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKMU-G2-3A-14
Standard Description: “De Colores”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKMU-G2-3A-15
Standard Description: “Jambo Bwana”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKMU-G2-3A-16
Standard Description: “Song of the Volga Boatmen”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G2-3A-2
Standard Description: “Do-Re-Mi”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G2-3A-3
Standard Description: “The Erie Canal”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G2-3A-4
Standard Description: “Follow the Drinking Gourd”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G2-3A-5
Standard Description: “Good Bye Old Paint”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G2-3A-6
Standard Description: “Home on the Range”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G2-3A-7
Standard Description: “John Henry”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-G2-3A-8
Standard Description: “Old Dan Tucker”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 2 Music
Unit ID: CKMU-G2-3
Unit Name: Songs
Cluster ID: CKMU-G2-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-G2-3A-9
Standard Description: “The Star-Spangled Banner”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1
Standard Description: Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+1
Standard Description: Recognize a steady beat, accents, and the downbeat; play a steady beat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+10
Standard Description: Participate in call and response activities (e.g., “Day-O”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+11
Standard Description: Sing partner songs (e.g., “Jingle Bells”/“Winter Fantasy”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+12
Standard Description: Participate in play parties (e.g., “Old Brass Wagon,” “Draw Me a Bucket of Water,” “Heel and Toe Polka”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+13
Standard Description: Echo short rhythms and melodic patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+14
Standard Description: Play simple rhythms and melodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+15
Standard Description: Sing unaccompanied, accompanied, and in unison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+16
Standard Description: Recognize harmony; sing rounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+17
Standard Description: Recognize verse and refrain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+18
Standard Description: Continue work with timbre and phrasing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+19
Standard Description: Review names of musical notes; scale as a series of notes; singing the C major scale using “do re mi,” etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+2
Standard Description: Move responsively to music.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+3
Standard Description: Recognize short and long sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+4
Standard Description: Discriminate between fast and slow; gradually slowing down and getting faster.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+5
Standard Description: Discriminate between differences in pitch: high and low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+6
Standard Description: Discriminate between loud and soft; gradually increasing and decreasing volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+7
Standard Description: Understand that melody can move up and down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+8
Standard Description: Hum the melody while listening to music.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-1A-1+9
Standard Description: Engage in improvisation activities (e.g., “The Rattlin’ Bog” [Ireland], “I Bought Me a Cat”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-1A-2
Standard Description: Recognize (aurally) the following frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-1A-2-1+1
Standard Description: adagio (slow); moderato (medium); allegro (fast); piano (soft); forte (loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-1A-2-2+1
Standard Description: pianissimo (very soft); fortissimo (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3
Standard Description: Understand the following notation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3+1
Standard Description: names of lines and spaces in the treble clef

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3+2
Standard Description: 𝆏 piano, 𝆏𝆏 pianissimo, 𝆑 forte, 𝆑𝆑 fortissimo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3-1+1
Standard Description: 𝄞 treble clef, 𝄚 staff, 𝄀 bar line, 𝄀 𝄀 double bar line, measure, 𝄆 𝄇 repeat signs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3-1+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note, 𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥 sixteenth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3-1+3
Standard Description: 𝄻 whole rest, 𝄼 half rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-1
Unit Name: Elements of Music
Cluster ID: CKMU-G3-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-1A-3-1+4
Standard Description: meter signature: 4 3 24 44

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-2A-1
Standard Description: Review families of instruments: strings, brass, woodwinds, percussion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-2A-2
Standard Description: Become familiar with brass instruments—trumpet, French horn, trombone, tuba—and listen to

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-2A-2+1
Standard Description: Gioacchino Rossini, William Tell Overture, finale (trumpet)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-2A-2+2
Standard Description: Wolfgang Amadeus Mozart, selections from the Horn Concertos (French horn)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-2A-3
Standard Description: Become familiar with woodwind instruments—flute and piccolo (no reeds); clarinet, oboe, bassoon (with reeds)—and listen to

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-2A-3+1
Standard Description: Claude Debussy, Prelude to the Afternoon of a Faun (flute)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-2A-3+2
Standard Description: Opening of George Gershwin’s Rhapsody in Blue (clarinet)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2B
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-2B-1
Standard Description: Peter Ilich Tchaikovsky, Suite from Swan Lake

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2B
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-2B-2
Standard Description: John Philip Sousa, “Stars and Stripes Forever”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2B
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-2B-3
Standard Description: Aaron Copland, Fanfare for the Common Man; “Hoedown” from Rodeo, “Simple Gifts” from Appalachian Spring

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2B
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-2B-3+1
Standard Description: Nadia Boulanger, composer, one of the first woman to conduct a major orchestra, considered to be one of the most influential teachers of musical composition of the 20th century, teacher of Aaron Copland, organist for Copland’s Symphony for Organ and Orchestra at Aeolian Hall

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G3-2C
Cluster Name: Musical Connections
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-2C-1
Standard Description: Nikolai Rimsky-Korsakov, Scheherazade, part one: “The Sea and Sinbad’s Ship”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G3-3A-1
Standard Description: “Alouette”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G3-3A-10
Standard Description: “In the Good Old Summertime” (chorus only)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-G3-3A-11
Standard Description: “Li’l Liza Jane”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-G3-3A-12
Standard Description: “My Bonnie Lies Over the Ocean”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-G3-3A-13
Standard Description: “Simple Gifts” (“Tis a gift to be simple”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKMU-G3-3A-14
Standard Description: “The Man on the Flying Trapeze” (chorus only)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKMU-G3-3A-15
Standard Description: “The Sidewalks of New York” (chorus only)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKMU-G3-3A-16
Standard Description: “This Little Light of Mine”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKMU-G3-3A-17
Standard Description: “You’re a Grand Old Flag”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G3-3A-2
Standard Description: “America the Beautiful”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G3-3A-3
Standard Description: “Banuwa”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G3-3A-4
Standard Description: “A Bicycle Built for Two” (chorus only)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G3-3A-5
Standard Description: “Ding Dong Diggidiggidong”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G3-3A-6
Standard Description: “Down in the Valley”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G3-3A-7
Standard Description: “The Earth is Our Mother”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-G3-3A-8
Standard Description: “He’s Got the Whole World in His Hands”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 3 Music
Unit ID: CKMU-G3-3
Unit Name: Songs
Cluster ID: CKMU-G3-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-G3-3A-9
Standard Description: “Hey, Ho, Nobody Home” (round)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1
Standard Description: Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+1
Standard Description: Recognize a steady beat, accents, and the downbeat; play a steady beat and a simple rhythm pattern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+10
Standard Description: Continue work with timbre and phrasing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+11
Standard Description: Recognize theme and variations, and listen to Mozart, Variations on “Ah! vous dirai-je Maman” (familiarly known as “Twinkle Twinkle Little Star”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+12
Standard Description: Sing or play simple melodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+2
Standard Description: Discriminate between fast and slow; gradually slowing down and getting faster.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+3
Standard Description: Discriminate between differences in pitch: high and low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+4
Standard Description: Discriminate between loud and soft; gradually increasing and decreasing volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+5
Standard Description: Understand legato (smoothly flowing progression of notes) and staccato (crisp distinct notes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+6
Standard Description: Sing unaccompanied, accompanied, and in unison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+7
Standard Description: Recognize harmony; sing simple rounds (e.g., I Love the Mountains, Ah, Poor Bird) and canons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+8
Standard Description: Recognize verse and refrain; also, introduction and coda.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-1A-1+9
Standard Description: Partner songs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-1A-2
Standard Description: Recognize (aurally) frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-1A-2-1+1
Standard Description: adagio (slow); moderato (medium); allegro (fast); piano (soft); forte (loud); pianissimo (very soft); fortissimo (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-1A-2-2+1
Standard Description: mezzo-forte (moderately loud); mezzo-piano (moderately soft)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3
Standard Description: Understanding the following notation:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3+1
Standard Description: names of lines and spaces in the treble clef; middle C

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3+2
Standard Description: piano 𝆏 (soft), mezzo piano 𝆐𝆏 (moderately soft), pianissimo 𝆏𝆏 (very soft)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3+3
Standard Description: forte 𝆑 (loud), mezzo-forte 𝆐𝑓 (moderately loud), fortissimo 𝆑𝆑 (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+1
Standard Description: 𝄞 treble clef, 𝄚 staff, 𝄀 bar line, 𝄀 𝄀 double bar line, measure, 𝄆 𝄇 repeat signs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+3
Standard Description: 𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥 grouped sixteenth notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+4
Standard Description: 𝄻 whole rest, 𝄼 half rest, 𝄽 quarter rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+5
Standard Description: tied notes, ••• dotted notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+6
Standard Description: ♯ sharps, ♭ flats

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+7
Standard Description: Da capo [𝄊] al fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+8
Standard Description: Da Segno [𝄉]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-1
Unit Name: Elements of Music
Cluster ID: CKMU-G4-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-1A-3-1+9
Standard Description: meter signature: 44 24 34

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2A
Cluster Name: The Orchestra
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2A-1
Standard Description: Review the orchestra, including families of instruments and specific instruments, by listening to Benjamin Britten, The Young Person’s Guide to the Orchestra

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2B-1
Standard Description: Recognize vocal ranges of the female voice:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2B-1+1
Standard Description: high = soprano

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2B-1+2
Standard Description: middle = mezzo soprano

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2B-1+3
Standard Description: low = alto

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-2B-2
Standard Description: Recognize vocal ranges of the male voice:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-2B-2+1
Standard Description: high = tenor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-2B-2+2
Standard Description: middle = baritone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-2B-2+3
Standard Description: low = bass

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2B-3
Standard Description: Listening to Famous Voices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2B-3+1
Standard Description: Renee Fleming

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2B-3+2
Standard Description: Maria Callas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2B-3+3
Standard Description: Marian Anderson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2B-3+4
Standard Description: Luciano Pavarotti, Caruso

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2B
Cluster Name: Vocal Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2B-3+5
Standard Description: Paul Robeson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2C-1
Standard Description: George Frederick Handel, “Hallelujah Chorus” from The Messiah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-2C-2
Standard Description: Franz Joseph Haydn, Symphony No. 94 (“Surprise”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2C-3
Standard Description: Wolfgang Amadeus Mozart, The Magic Flute, selections, including:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-2C-3+1
Standard Description: Overture; Introduction, “Zu Hilfe! Zu Hilfe!” (Tamino, Three Ladies); Aria, “Der Vogelfänger bin ich ja” (Papageno); Recitative and Aria, “O zittre nicht, mein lieber Sohn!” (Queen of the Night); Aria, “Ein Mädchen oder Weibchen” (Papageno); Duet, “Pa-pa-gena! Pa-pa-geno!” (Papageno and Papagena); Finale, Recitative and Chorus, “Die Strahlen der Sonne” (Sarastro and Chorus)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2C
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G4-2C-4
Standard Description: Hildegard von Bingen, “O virga ac diadema”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G4-2D
Cluster Name: Musical Connections
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-2D-1
Standard Description: Gregorian chant

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G4-3A-1
Standard Description: “Auld Lang Syne”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G4-3A-10
Standard Description: Songs of the U.S. Armed Forces:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G4-3A-10+1
Standard Description: “Air Force Song”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G4-3A-10+2
Standard Description: “Navy Song” (“Anchors Aweigh”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G4-3A-10+3
Standard Description: “The Army Song” (“The Caissons Go Rolling Along”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G4-3A-10+4
Standard Description: “The Marine’s Hymn”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G4-3A-2
Standard Description: “Blow the Man Down”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G4-3A-3
Standard Description: “Cockles and Mussels”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G4-3A-4
Standard Description: “Comin’ Through the Rye”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G4-3A-5
Standard Description: “Loch Lomond”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G4-3A-6
Standard Description: “My Grandfather’s Clock”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G4-3A-7
Standard Description: “Taps”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-G4-3A-8
Standard Description: “Deep in the Heart of Texas”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 4 Music
Unit ID: CKMU-G4-3
Unit Name: Songs
Cluster ID: CKMU-G4-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-G4-3A-9
Standard Description: “Waltzing Matilda”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1
Standard Description: Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form, timbre, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+1
Standard Description: Recognize a steady beat, accents, and the downbeat; play a steady beat, a simple rhythm pattern, simultaneous rhythm patterns, and syncopation patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+10
Standard Description: Continue work with timbre and phrasing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+11
Standard Description: Recognize theme and variations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+12
Standard Description: Sing or play simple melodies while reading scores.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+2
Standard Description: Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and ritardando.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+3
Standard Description: Discriminate between differences in pitch: high and low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+4
Standard Description: Discriminate between loud and soft; gradually increasing and decreasing volume; crescendo and decrescendo.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+5
Standard Description: Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+6
Standard Description: Sing unaccompanied, accompanied, and in unison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+7
Standard Description: Recognize harmony; sing rounds and canons; two- and three-part singing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+8
Standard Description: Recognize introduction, interlude, and coda in musical selections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-1A-1+9
Standard Description: Recognize verse and refrain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-1A-2
Standard Description: Recognize (aurally) frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-1A-2-1+1
Standard Description: mezzo piano (moderately soft); pianissimo (very soft); mezzo forte (moderately loud); fortissimo (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-1A-2-2+1
Standard Description: largo (very slow); andante (moderate; “walking”); presto (very fast)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3
Standard Description: Understand the following notation and terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3+1
Standard Description: names of lines and spaces in the treble clef; middle C

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3+2
Standard Description: mezzo piano 𝆐𝆏 (moderately soft), pianissimo 𝆏𝆏 (very soft)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3+3
Standard Description: mezzo-forte 𝆐𝑓 (moderately loud), fortissimo 𝆑𝆑 (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+1
Standard Description: 𝄞 treble clef, 𝄚 staff, 𝄀 bar line, 𝄀 𝄀 double bar line, measure, 𝄆 𝄇 repeat signs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+10
Standard Description: meter signature 24 ¾ 68

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+11
Standard Description: common time 44

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+3
Standard Description: 𝄻 whole rest, 𝄼 half rest, 𝄽 quarter rest, 𝄾 eighth rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+4
Standard Description: 𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥 grouped sixteenth notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+5
Standard Description: tied notes, ••• dotted notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+6
Standard Description: ♯ sharps ♭ flats

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+7
Standard Description: Da capo [𝄊] al fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+8
Standard Description: Dal segno [𝄉] al Fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-1
Unit Name: Elements of Music
Cluster ID: CKMU-G5-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-1A-3-1+9
Standard Description: Dal segno [𝄉] al Coda

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2A
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-2A-1
Standard Description: Ludwig van Beethoven, Symphony No. 5

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2A
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-2A-2
Standard Description: Modest Mussorgsky, Pictures at an Exhibition (as orchestrated by Ravel)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2A
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-2A-3
Standard Description: Alice Parker, prolific choral and operatic composer, arranger of American folk songs and hymns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2A
Cluster Name: Composers and Their Music
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G5-2A-4
Standard Description: Joy Harjo-Sapulpa, first Native American US Poet Laureate, composer and performer, “Trail of Tears Song, We Will Go Together”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2B
Cluster Name: Musical Connections
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-2B-1
Standard Description: Music from the Renaissance (such as choral works of Josquin Desprez; lute songs by John Dowland)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2B
Cluster Name: Musical Connections
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-2B-2
Standard Description: Music from the Renaissance (such as choral works of Josquin Desprez; lute songs by John Dowland; "Greensleeves"; “Pastime with Good Company” by Henry VIII )

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-G5-2B
Cluster Name: Musical Connections
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-2B-3
Standard Description: Felix Mendelssohn, “Overture,“ Scherzo,” and “Wedding March” from A Midsummer Night’s Dream

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1
Standard Description: Spirituals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1+1
Standard Description: Originated by African-Americans, many spirituals go back to the days of slavery. Familiar spirituals, such as:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1-1+1
Standard Description: “Down by the Riverside“

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1-1+2
Standard Description: “Sometimes I Feel Like a Motherless Child“

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1-1+3
Standard Description: “Wayfaring Stranger“

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1-1+4
Standard Description: “We Shall Overcome“

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-3A-1-1+5
Standard Description: “Go Down Moses“

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-3A-2
Standard Description: Performers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-3A-2+1
Standard Description: Mahalia Jackson, “Amazing Grace,” “Silent Night”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-3A-2+2
Standard Description: Pete Seeger, “If I Had a Hammer”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G5-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-3A-2+3
Standard Description: Bob Dylan, “Blowin’ in the Wind”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G5-4A-1
Standard Description: “Battle Hymn of the Republic”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G5-4A-10
Standard Description: “Red River Valley”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-G5-4A-11
Standard Description: “Sakura”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-G5-4A-12
Standard Description: “Shenandoah”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-G5-4A-13
Standard Description: “Tenting Tonight”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKMU-G5-4A-14
Standard Description: “Que Sera, Sera”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKMU-G5-4A-15
Standard Description: “Fifty Nifty United States” (Ray Charles)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKMU-G5-4A-16
Standard Description: “Siyahamba”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKMU-G5-4A-17
Standard Description: “The Elements Song“ (Tom Lehrer)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G5-4A-2
Standard Description: “Danny Boy”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G5-4A-3
Standard Description: “Dona Nobis Pacem” (round)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G5-4A-4
Standard Description: “Git Along Little Dogies”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G5-4A-5
Standard Description: “God Bless America”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G5-4A-6
Standard Description: “Greensleeves”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G5-4A-7
Standard Description: “The Happy Wanderer”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-G5-4A-8
Standard Description: “Havah Nagilah”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 5 Music
Unit ID: CKMU-G5-4
Unit Name: Songs
Cluster ID: CKMU-G5-4A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-G5-4A-9
Standard Description: “If I Had a Hammer”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-1A-1
Standard Description: Review as necessary from earlier grades:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-1A-1+1
Standard Description: The orchestra and families of instruments (strings, wind, brass, percussion); keyboard instruments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-1A-1+2
Standard Description: Vocal ranges: soprano, mezzo-soprano, alto; tenor, baritone, bass

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-1A-2
Standard Description: Recognize (aurally) frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-1A-2-1+1
Standard Description: largo (very slow); andante (moderate; “walking”); presto (very fast)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-1A-2-2+1
Standard Description: grave (very very slow); prestissimo (as fast as you can go)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G6-1A-3
Standard Description: Recognize introduction, interlude, and coda in musical selections. Recognize theme and variations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G6-1A-4
Standard Description: Identify chords [such as I (tonic), IV (subdominant), V (dominant); V7]; major and minor chords; chord changes; intervals (third, fourth, fifth).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G6-1A-5
Standard Description: Understand what an octave is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6
Standard Description: Understand the following notation and terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6+1
Standard Description: names of lines and spaces in the treble clef; middle C

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6+2
Standard Description: meter signature 24 ¾ 68

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6+3
Standard Description: common time 44

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6+4
Standard Description: piano 𝆏 (soft), mezzo piano 𝆐𝆏 (moderately soft), pianissimo 𝆏𝆏 (very soft)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6+5
Standard Description: forte 𝆑 (loud), mezzo-forte 𝆐𝑓 (moderately loud), fortissimo 𝆑𝆑 (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+1
Standard Description: 𝄞 treble clef, 𝄢 bass clef, 𝄚 staff, 𝄀 bar line, 𝄀 𝄀 double bar line, measure, 𝄆 𝄇 repeat signs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+3
Standard Description: 𝄻 whole rest, 𝄼 half rest, 𝄽 quarter rest, 𝄾 eighth rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+4
Standard Description: 𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥 grouped sixteenth notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+5
Standard Description: tied notes, ••• dotted notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+6
Standard Description: ♯ sharps ♭ flats ♮ naturals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+7
Standard Description: Da capo [𝄊] al fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+8
Standard Description: Dal segno [𝄉] al Fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-1
Unit Name: Elements of Music
Cluster ID: CKMU-G6-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-1A-6-1+9
Standard Description: Dal segno [𝄉] al Coda

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2A
Cluster Name: Baroque (ca. 1600–1750)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-2A-1
Standard Description: Counterpoint, fugue, oratorio

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2A
Cluster Name: Baroque (ca. 1600–1750)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-2A-2
Standard Description: Johann Sebastian Bach: selections from Brandenburg Concertos, selections from The Well-Tempered Clavier, selections from the Cantatas such as BWV 80, BWV 140, or BWV 147

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2A
Cluster Name: Baroque (ca. 1600–1750)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G6-2A-3
Standard Description: George Frederick Handel: selections from Water Music, “Hallelujah Chorus” from The Messiah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2A
Cluster Name: Baroque (ca. 1600–1750)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G6-2A-4
Standard Description: Francesca Caccini, La liberazione di Ruggiero

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2B
Cluster Name: Classical (ca. 1750–1825)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-2B-1
Standard Description: The classical symphony (typically in four movements) Wolfgang Amadeus Mozart, Symphony No. 40

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2B
Cluster Name: Classical (ca. 1750–1825)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-2B-2
Standard Description: The classical concerto: soloist, cadenza Wolfgang Amadeus Mozart, Piano Concerto No. 21

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2B
Cluster Name: Classical (ca. 1750–1825)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G6-2B-3
Standard Description: Chamber music: string quartet, sonata Franz Joseph Haydn, String Quartet Opus 76 No. 3, “Emperor” Ludwig van Beethoven, Piano Sonata No. 14 (“Moonlight Sonata”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2C
Cluster Name: Romantic (ca. 1800–1900)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-2C-1
Standard Description: Beethoven as a transitional figure: Symphony No. 9 (fourth movement)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2C
Cluster Name: Romantic (ca. 1800–1900)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-2C-2
Standard Description: Romantic composers and works: Franz Schubert, lieder (art songs): Die Forelle (“The Trout”), Gretchen am Spinnrade (“Gretchen at the Spinning Wheel”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2C
Cluster Name: Romantic (ca. 1800–1900)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G6-2C-3
Standard Description: Frederic Chopin: “Funeral March” from Piano Sonata No. 2 in B flat minor, “Minute Waltz”, Revolutionary Etude in C minor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2C
Cluster Name: Romantic (ca. 1800–1900)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G6-2C-4
Standard Description: Robert Schumann, Piano Concerto in A Minor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2C
Cluster Name: Romantic (ca. 1800–1900)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G6-2C-5
Standard Description: Clara Schumann, Piano Concerto in A minor Op. 7

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-2
Unit Name: Classical Music: From Baroque to Romantic
Cluster ID: CKMU-G6-2C
Cluster Name: Romantic (ca. 1800–1900)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-2C-6
Standard Description: Dame Ethel Mary Smyth, The Wreckers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G6-3A-1
Standard Description: “It was a Lover and His Lass” by Shakespeare and Thomas Morley

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G6-3A-2
Standard Description: “Lift Every Voice and Sing” by J. Rosamond Johnson and James Weldon Johnson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G6-3A-3
Standard Description: “La Marseillaise”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G6-3A-4
Standard Description: “Drink to Me Only With Thine Eyes” by Ben Jonson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G6-3A-5
Standard Description: “I Dream of Jeanie With the Light Brown Hair” by Stephen Foster

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G6-3A-6
Standard Description: “Hard Times Come Again No More” by Stephen Foster

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 6 Music
Unit ID: CKMU-G6-3
Unit Name: Songs
Cluster ID: CKMU-G6-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G6-3A-7
Standard Description: “I Am the Very Model of a Modern Major-General” from Pirates of Penzance by Gilbert and Sullivan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-1A-1
Standard Description: Review as necessary from earlier grades: The orchestra and families of instruments (strings, wind, brass, percussion); keyboard instruments; Vocal ranges: soprano, mezzo-soprano, alto; tenor, baritone, bass

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-1A-2
Standard Description: Recognize (aurally) frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-1A-2-1+1
Standard Description: grave (very very slow); largo (very slow); andante (moderate; “walking”); presto (very fast); prestissimo (as fast as you can go)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-1A-2-2+1
Standard Description: ritardando and accelerando (gradually slowing down and getting faster); crescendo and decrescendo (gradually increasing and decreasing volume)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G7-1A-3
Standard Description: Recognize introduction, interlude, and coda in musical selections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G7-1A-4
Standard Description: Recognize theme and variations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G7-1A-5
Standard Description: Identify chords [such as I (tonic), IV (subdominant), V (dominant); V7]; major and minor chords; chord changes; intervals (third, fourth, fifth).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G7-1A-6
Standard Description: Understand what an octave is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7
Standard Description: Understand the following notation and terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+1
Standard Description: names of lines and spaces in the treble clef; middle C

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+10
Standard Description: common time 44

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+11
Standard Description: piano 𝆏 (soft), mezzo piano 𝆐𝆏 (moderately soft), pianissimo 𝆏𝆏 (very soft)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+12
Standard Description: forte 𝆑 (loud), mezzo-forte 𝆐𝑓 (moderately loud), fortissimo 𝆑𝆑 (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+2
Standard Description: 𝄻 whole rest, 𝄼 half rest, 𝄽 quarter rest, 𝄾 eighth rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+3
Standard Description: 𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥 grouped sixteenth notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+4
Standard Description: tied notes, ••• dotted notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+5
Standard Description: ♯ sharps, ♭ flats, ♮ naturals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+6
Standard Description: Da capo [𝄊] al fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+7
Standard Description: Dal segno [𝄉] al Fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+8
Standard Description: Dal segno [𝄉] al Coda

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7+9
Standard Description: meter signature 24 ¾ 68

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7-1+1
Standard Description: 𝄞 treble clef, 𝄢 bass clef, 𝄚 staff, 𝄀 bar line, 𝄀 𝄀 double bar line, measure, 𝄆 𝄇 repeat signs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-1
Unit Name: Elements of Music
Cluster ID: CKMU-G7-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G7-1A-7-1+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2A
Cluster Name: Romantic Composers and Works
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2A-1
Standard Description: Composers and works:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2A
Cluster Name: Romantic Composers and Works
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2A-1+1
Standard Description: Johannes Brahms, Symphony No. 1 (fourth movement)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2A
Cluster Name: Romantic Composers and Works
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2A-1+2
Standard Description: Hector Berlioz, Symphonie Fantastique

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2A
Cluster Name: Romantic Composers and Works
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2A-1+3
Standard Description: Franz Liszt, Hungarian Rhapsody No. 2 for piano

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2A
Cluster Name: Romantic Composers and Works
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2A-1+4
Standard Description: Richard Wagner, Overture to Die Meistersinger von Nürnberg

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2B
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2B-1
Standard Description: Composers and works:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2B
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2B-1+1
Standard Description: Antonín Dvořák, Symphony No. 9 (“From the New World”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2B
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2B-1+2
Standard Description: Edvard Grieg, Peer Gynt Suites Nos. 1 and 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2B
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2B-1+3
Standard Description: Peter Ilich Tchaikovsky, 1812 Overture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-2
Unit Name: Classical Music: Romantic and Patriotic
Cluster ID: CKMU-G7-2B
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-2B-1+4
Standard Description: Manuel Ponce, Estrellita

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-3A-1
Standard Description: Blues

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-3A-1+1
Standard Description: Evolved from African-American work songs and spirituals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-3A-1+2
Standard Description: Twelve bar blues form

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-3A-1+3
Standard Description: Huddie Ledbetter (Lead Belly) “The Midnight Special”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-3A-1+4
Standard Description: Bessie Smith, “Nobody Knows You When You’re Down and Out”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G7-3A-1+5
Standard Description: Robert Johnson, “Cross Roads Blues”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2
Standard Description: Jazz

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+1
Standard Description: African-American origins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+10
Standard Description: Django Reinhardt, “Nuages”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+2
Standard Description: Terms: improvisation, syncopation, solo and soloist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+3
Standard Description: Ragtime: works of Scott Joplin (such as “The Entertainer” and “Maple Leaf Rag”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+4
Standard Description: Louis Armstrong: early recordings such as “Potato Head Blues,” “West End Blues,”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+5
Standard Description: Duke Ellington: “Caravan,” “Take the A Train” [by Billy Strayhorn]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+6
Standard Description: Ella Fitzgerald, “Take the A Train” and “It Don’t Mean a Thing”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+7
Standard Description: Miles Davis: “So What”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+8
Standard Description: Influence of jazz on other music: George Gershwin’s Rhapsody in Blue

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 7 Music
Unit ID: CKMU-G7-3
Unit Name: American Musical Traditions
Cluster ID: CKMU-G7-3A
Cluster Name: American Musical Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G7-3A-2+9
Standard Description: Mary Lou Williams, “Roll ‘Em”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-1A-1
Standard Description: Review as necessary from earlier grades: The orchestra and families of instruments (strings, wind, brass, percussion); keyboard instruments Vocal ranges: soprano, mezzo-soprano, alto; tenor, baritone, bass

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-1A-2
Standard Description: Recognize (aurally) frequently used Italian terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-1A-2+1
Standard Description: Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-1A-2+2
Standard Description: Introduce

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-1A-2-1+1
Standard Description: grave (very very slow); prestissimo (as fast as you can go); ritardando and accelerando (gradually slowing down and getting faster); crescendo and decrescendo (gradually increasing and decreasing volume)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-1A-2-2+1
Standard Description: legato (smoothly flowing progression of notes); staccato (crisp, distinct notes)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G8-1A-3
Standard Description: Recognize introduction, interlude, and coda in musical selections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G8-1A-4
Standard Description: Recognize theme and variations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G8-1A-5
Standard Description: Identify chords [such as I (tonic), IV (subdominant), V (dominant); V7]; major and minor chords; chord changes; intervals (third, fourth, fifth).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G8-1A-6
Standard Description: Understand what an octave is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7
Standard Description: Understand the following notation and terms:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+1
Standard Description: names of lines and spaces in the treble clef; middle C

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+10
Standard Description: common time 44

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+11
Standard Description: piano 𝆏 (soft), mezzo piano 𝆐𝆏 (moderately soft), pianissimo 𝆏𝆏 (very soft)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+12
Standard Description: forte 𝆑 (loud), mezzo-forte 𝆐𝑓 (moderately loud), fortissimo 𝆑𝆑 (very loud)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+2
Standard Description: 𝄻 whole rest, 𝄼 half rest, 𝄽 quarter rest, 𝄾 eighth rest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+3
Standard Description: 𝅘𝅥𝅘𝅥𝅘𝅥𝅘𝅥 grouped sixteenth notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+4
Standard Description: tied notes, ••• dotted notes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+5
Standard Description: ♯ sharps, ♭ flats, ♮ naturals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+6
Standard Description: Da capo [𝄊] al fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+7
Standard Description: Dal segno [𝄉] al Fine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+8
Standard Description: Dal segno [𝄉] al Coda

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7+9
Standard Description: meter signature 24 ¾ 68

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7-1+1
Standard Description: 𝄞 treble clef, 𝄢 bass clef, 𝄚 staff, 𝄀 bar line, 𝄀 𝄀 double bar line, measure, 𝄆 𝄇 repeat signs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-1
Unit Name: Elements of Music
Cluster ID: CKMU-G8-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-1A-7-1+2
Standard Description: 𝅝 whole note, 𝅗𝅥 half note, 𝅘𝅥 quarter note, 𝅘𝅥𝅮 eighth note

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-2
Unit Name: Non-Western Music
Cluster ID: CKMU-G8-2A
Cluster Name: Non-Western Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-2A-1
Standard Description: Become familiar with scales, instruments, and works from various lands, for example: 12-tone scale, sitar from India, Caribbean steel drums, Japanese koto.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-2
Unit Name: Non-Western Music
Cluster ID: CKMU-G8-2A
Cluster Name: Non-Western Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-2A-2
Standard Description: Ravi Shankar and daughter Anoushka Shankar, sitar composers and virtuosos, Pancham Se Gara

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-2
Unit Name: Non-Western Music
Cluster ID: CKMU-G8-2A
Cluster Name: Non-Western Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G8-2A-3
Standard Description: Zhao Jiping and son Zhao Lin, with Pipa Virtuoso, Wu Man, Red Lantern

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1
Standard Description: Composers and works:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+1
Standard Description: Jean Sibelius, Finlandia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+2
Standard Description: Bela Bartók, folk-influenced piano music such as Allegro barbaro, selections from Mikrokosmos or For Children

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+3
Standard Description: Joaquin Rodrigo, Concierto de Aranjuez

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+4
Standard Description: Aaron Copland, Appalachian Spring (Suite)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+5
Standard Description: Florence Beatrice Price ,“My Soul’s Been Anchored in the Lord” (by Marian Anderson at the Lincoln Memorial)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+6
Standard Description: Antônio Carlos Jobim, the founding father of bossa nova music and composer of the famous song, The Girl From Ipanema

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3A
Cluster Name: Music and National Identity
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3A-1+7
Standard Description: Selections from Mikhail Glinka

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-3
Unit Name: Classical Music: Modern and Patriotic
Cluster ID: CKMU-G8-3B
Cluster Name: Modern Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-3B-1
Standard Description: Composers and works: Claude Debussy, La Mer, first movement, “De l’aube à midi sur la mer,” Igor Stravinsky, The Rite of Spring, first performed in Paris, 1913

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-4A-1
Standard Description: Aretha Franklin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-G8-4A-10
Standard Description: Little Richard

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-G8-4A-11
Standard Description: Miles Davis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-G8-4A-12
Standard Description: Nat King Cole

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-G8-4A-13
Standard Description: Ray Charles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-4A-2
Standard Description: The Beatles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-G8-4A-3
Standard Description: Bob Dylan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-G8-4A-4
Standard Description: Carol King

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-G8-4A-5
Standard Description: Chuck Berry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-G8-4A-6
Standard Description: Elvis Presley

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-G8-4A-7
Standard Description: James Brown

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-G8-4A-8
Standard Description: Joan Baez

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-4
Unit Name: Modern Musical Performers
Cluster ID: CKMU-G8-4A
Cluster Name: Modern Musical Performers
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-G8-4A-9
Standard Description: Joni Mitchell

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5A
Cluster Name: Opera
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5A-1
Standard Description: Terms: overture, solo, duet, trio, quartet, chorus, aria, recitative

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5A
Cluster Name: Opera
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5A-2
Standard Description: Composers and works:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5A
Cluster Name: Opera
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5A-2+1
Standard Description: Gioacchino Rossini, from The Barber of Seville: Overture and “Largo al factotum”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5A
Cluster Name: Opera
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5A-2+2
Standard Description: Giuseppe Verdi, from Rigoletto: aria, “Questa o quella”; duet, “Figlia! . . . Mio padre!”; aria, “La donna è mobile”; quartet, “Bella figlia dell’amore”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5B-1
Standard Description: Composers and popular songs:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5B-1+1
Standard Description: Irving Berlin, “There’s No Business Like Show Business,” “Blue Skies”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5B-1+2
Standard Description: Dorothy Fields, “The Way You Look Tonight,” “Sunny Side of the Street”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5B-1+3
Standard Description: George M. Cohan, “Give My Regards to Broadway,” “Yankee Doodle Dandy”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5B-1+4
Standard Description: Cole Porter, “Don’t Fence Me In,” “You’re the Top”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2
Standard Description: Broadway musicals: selections including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+1
Standard Description: Jerome Kern, Showboat: “Ol’ Man River”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+2
Standard Description: Rodgers and Hammerstein, Oklahoma!: “Oh What a Beautiful Mornin’,” “Oklahoma”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+3
Standard Description: Leonard Bernstein and Stephen Sondheim, West Side Story: “Maria,” “America”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+4
Standard Description: Andrew Lloyd Weber, Phantom of the Opera: “The Music of the Night”; Cats: “Memory”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+5
Standard Description: Stephen Schwartz, Wicked; “Defying Gravity”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+6
Standard Description: Claude-Michel Schönberg, Les Misérables: “One Day More”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5B
Cluster Name: American Musical Theater
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5B-2+7
Standard Description: Lin-Manuel Miranda, Hamilton: “Satisfied”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5C
Cluster Name: Song Ballads
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-G8-5C-1
Standard Description: “Ol’ Man River” (Paul Robeson)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade 8 Music
Unit ID: CKMU-G8-5
Unit Name: Vocal Music
Cluster ID: CKMU-G8-5C
Cluster Name: Song Ballads
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-G8-5C-2
Standard Description: “Day-O” (Harry Belafonte)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-1A-1
Standard Description: Through participation, become familiar with some basic elements of music (rhythm, melody, harmony, form, timbre, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-GK-1A-10
Standard Description: Discriminate between obvious differences in pitch: high and low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-GK-1A-11
Standard Description: Discriminate between loud and soft.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-GK-1A-12
Standard Description: Recognize that some phrases are the same, some different.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-GK-1A-13
Standard Description: Sing unaccompanied, accompanied, and in unison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-1A-2
Standard Description: Recognize a steady beat; begin to play a steady beat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-GK-1A-3
Standard Description: Recognize that some beats have accents (stress).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-GK-1A-4
Standard Description: Move responsively to music (marching, walking, hopping, swaying, etc.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-GK-1A-5
Standard Description: Participate in call and response activities (e.g., “John the Rabbit”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-GK-1A-6
Standard Description: Engage in improvisation activities (e.g., “All Around the Kitchen;” “Little Johnny Brown”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-GK-1A-7
Standard Description: Participate in play party activities (e.g., “The Farmer in the Dell,” “The Paw-Paw Patch,” “Here We Go Round the Mulberry Bush,” “The Hokey Pokey”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-GK-1A-8
Standard Description: Recognize short and long sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-1
Unit Name: Elements of Music
Cluster ID: CKMU-GK-1A
Cluster Name: Elements of Music
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-GK-1A-9
Standard Description: Discriminate between fast and slow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1
Standard Description: Recognize the following instruments by sight and sound:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1+1
Standard Description: guitar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1+2
Standard Description: piano

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1+3
Standard Description: trumpet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1+4
Standard Description: flute

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1+5
Standard Description: violin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-2A-1+6
Standard Description: drum

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-2A-2
Standard Description: Become familiar with the following works:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-2A-2+1
Standard Description: Edvard Grieg, “Morning Mood” and “In the Hall of the Mountain King” from Peer Gynt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-2A-2+2
Standard Description: Victor Herbert, “March of the Toys” from Babes in Toyland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-2A-2+3
Standard Description: Camille Saint-Saëns, Carnival of the Animals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-2
Unit Name: Listening and Understanding
Cluster ID: CKMU-GK-2A
Cluster Name: Listening and Understanding
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-2A-2+4
Standard Description: Ella Fitzgerald, “A Tisket, A Tasket”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKMU-GK-3A-1
Standard Description: “The Bear Went Over the Mountain”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKMU-GK-3A-10
Standard Description: “London Bridge”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKMU-GK-3A-11
Standard Description: “Old MacDonald Had a Farm”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKMU-GK-3A-12
Standard Description: “Row, Row, Row Your Boat”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKMU-GK-3A-13
Standard Description: “This Old Man”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKMU-GK-3A-14
Standard Description: “Twinkle Twinkle Little Star”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKMU-GK-3A-15
Standard Description: “The Wheels on the Bus”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKMU-GK-3A-16
Standard Description: “A Ram Sam Sam”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKMU-GK-3A-17
Standard Description: “Fais Dodo”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKMU-GK-3A-18
Standard Description: “Pin Pon”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKMU-GK-3A-19
Standard Description: “This Little Light of Mine”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKMU-GK-3A-2
Standard Description: “Bingo”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKMU-GK-3A-20
Standard Description: “Oh, John the Rabbit”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKMU-GK-3A-21
Standard Description: “Are You Sleeping?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: CKMU-GK-3A-22
Standard Description: “Do Your Ears Hang Low?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: CKMU-GK-3A-23
Standard Description: “Did You Ever See a Lassie?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: CKMU-GK-3A-24
Standard Description: “Eensy, Weensy Spider”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: CKMU-GK-3A-25
Standard Description: “Five Little Ducks That I Once Knew”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: CKMU-GK-3A-26
Standard Description: “Five Little Monkeys Jumping On the Bed”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 28.0
Standard ID: CKMU-GK-3A-27
Standard Description: “Happy Birthday to You”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 29.0
Standard ID: CKMU-GK-3A-28
Standard Description: “Head and Shoulders, Knees and Toes”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CKMU-GK-3A-29
Standard Description: “Here is the Beehive”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKMU-GK-3A-3
Standard Description: “Go In and Out the Window”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 31.0
Standard ID: CKMU-GK-3A-30
Standard Description: “I’m a Little Teapot”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 32.0
Standard ID: CKMU-GK-3A-31
Standard Description: “Kookaburra”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 33.0
Standard ID: CKMU-GK-3A-32
Standard Description: “Lazy Mary”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 34.0
Standard ID: CKMU-GK-3A-33
Standard Description: “Looby Loo”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 35.0
Standard ID: CKMU-GK-3A-34
Standard Description: “Oats, Peas, Beans and Barley Grow”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 36.0
Standard ID: CKMU-GK-3A-35
Standard Description: “Oh, Do You Know the Muffin Man?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 37.0
Standard ID: CKMU-GK-3A-36
Standard Description: “Oh Where, Oh Where, Has My Little Dog Gone?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 38.0
Standard ID: CKMU-GK-3A-37
Standard Description: “One Potato, Two Potato”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 39.0
Standard ID: CKMU-GK-3A-38
Standard Description: “Open, Shut Them”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: CKMU-GK-3A-39
Standard Description: “Pop Goes the Weasel”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKMU-GK-3A-4
Standard Description: “Go Tell Aunt Rhody”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 41.0
Standard ID: CKMU-GK-3A-40
Standard Description: “Teddy Bear, Teddy Bear, Turn Around”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 42.0
Standard ID: CKMU-GK-3A-41
Standard Description: “Teddy Bears Picnic”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 43.0
Standard ID: CKMU-GK-3A-42
Standard Description: “Where is Thumbkin?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 44.0
Standard ID: CKMU-GK-3A-43
Standard Description: “Who Stole the Cookie from the Cookie Jar?”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 45.0
Standard ID: CKMU-GK-3A-44
Standard Description: “You Are My Sunshine”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKMU-GK-3A-5
Standard Description: “Here We Go Round the Mulberry Bush”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKMU-GK-3A-6
Standard Description: “If You’re Happy and You Know It”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKMU-GK-3A-7
Standard Description: “Jingle Bells”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKMU-GK-3A-8
Standard Description: “John Jacob Jingleheimer Schmidt”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Music
Course: CK Grade K Music
Unit ID: CKMU-GK-3
Unit Name: Songs
Cluster ID: CKMU-GK-3A
Cluster Name: Songs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKMU-GK-3A-9
Standard Description: “Kumbaya” (also “Kum Ba Ya”)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.A+1
Standard Description: Use collective nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.B+1
Standard Description: Form frequently occurring irregular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.B+2
Standard Description: Use frequently occurring irregular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.C+1
Standard Description: Use reflexive pronouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.D+1
Standard Description: Form the past tense of frequently occurring irregular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.D+2
Standard Description: Use the past tense of frequently occurring irregular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.E+1
Standard Description: Use adjectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.E+2
Standard Description: Use adverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.E+3
Standard Description: Choose between adjectives and adverbs depending on what is to be modified.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F+1
Standard Description: Produce complete simple sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F+2
Standard Description: Expand complete simple sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F+3
Standard Description: Rearrange complete simple sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F+4
Standard Description: Produce complete compound sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F+5
Standard Description: Expand complete compound sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.1.F+6
Standard Description: Rearrange complete compound sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.A+1
Standard Description: Capitalize holidays.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.A+2
Standard Description: Capitalize product names.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.A+3
Standard Description: Capitalize geographic names.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.C+1
Standard Description: Use an apostrophe to form contractions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.2.C+2
Standard Description: Use an apostrophe to form frequently occurring possessives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.3.A+1
Standard Description: Compare formal and informal uses of English.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.A+1
Standard Description: Use sentence-level context as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.B+1
Standard Description: Determine the meaning of the new word formed when a known prefix is added to a known word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.C+1
Standard Description: Use a known root word as a clue to the meaning of an unknown word with the same root.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.4.D+1
Standard Description: Use knowledge of the meaning of individual words to predict the meaning of compound words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.2.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.2.5.B+1
Standard Description: Distinguish shades of meaning among closely related verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.A+1
Standard Description: Distinguish long and short vowels when reading regularly spelled one-syllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.B+1
Standard Description: Know spelling-sound correspondences for common vowel teams.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.C+1
Standard Description: Decode regularly spelled two-syllable words with long vowels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.D+1
Standard Description: Decode words with common prefixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.D+2
Standard Description: Decode words with common suffixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.E+1
Standard Description: Identify words with inconsistent but common spelling-sound correspondences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.3.F+1
Standard Description: Recognize and read grade-appropriate irregularly spelled words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.4.A+1
Standard Description: Read grade-level text with purpose and understanding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.2.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.2.4.C+1
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.1+1
Standard Description: Ask such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.1+2
Standard Description: Answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.2+2
Standard Description: Determine the central message, lesson, or moral of stories, including fables, folktales, and myths from diverse cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.3+1
Standard Description: Describe how characters in a story respond to major events and challenges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.4+1
Standard Description: Describe how words and phrases supply rhythm in a story, poem, or song.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.4+2
Standard Description: Describe how words and phrases supply meaning in a story, poem, or song.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.5+1
Standard Description: Describe the overall structure of a story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.5+2
Standard Description: Describe how the beginning of a story introduces the story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.5+3
Standard Description: Describe how the ending of a story concludes the action.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 2nd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.2.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.2.6+1
Standard Description: Acknowledge differences in the points of view of characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+1
Standard Description: Explain the function of nouns in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+10
Standard Description: Explain the functions of adverbs in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+2
Standard Description: Explain the function of pronouns in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+3
Standard Description: Explain the function of verbs in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+4
Standard Description: Explain the function of adjectives in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+5
Standard Description: Explain the function of adverbs in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+6
Standard Description: Explain the functions of nouns in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+7
Standard Description: Explain the functions of pronouns in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+8
Standard Description: Explain the functions of verbs in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.A+9
Standard Description: Explain the functions of adjectives in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.B+1
Standard Description: Form regular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.B+2
Standard Description: Form irregular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.B+3
Standard Description: Use regular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.B+4
Standard Description: Use irregular plural nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.C+1
Standard Description: Use abstract nouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.D+1
Standard Description: Form regular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.D+2
Standard Description: Form irregular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.D+3
Standard Description: Use regular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.D+4
Standard Description: Use irregular verbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.E+1
Standard Description: Form the simple verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.E+2
Standard Description: Use the simple verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.F+1
Standard Description: Ensure subject-verb agreement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.F+2
Standard Description: Ensure  pronoun-antecedent agreement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.G+1
Standard Description: Form comparative and superlative adjectives and adverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.G+2
Standard Description: Use comparative and superlative adjectives and adverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.G+3
Standard Description: Choose between comparative and superlative adjectives and adverbs, depending on what is to be modified.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.H+1
Standard Description: Use coordinating conjunctions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.H+2
Standard Description: Use subordinating conjunctions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.I+1
Standard Description: Produce simple sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.I+2
Standard Description: Produce compound sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.1.I+3
Standard Description: Produce complex sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.A+1
Standard Description: Capitalize appropriate words in titles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.B+1
Standard Description: Use commas in addresses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.C+1
Standard Description: Use commas and quotation marks in dialogue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.D+1
Standard Description: Form possessives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.D+2
Standard Description: Use possessives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.E+1
Standard Description: Use conventional spelling for high-frequency and other studied words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.E+2
Standard Description: Use conventional spelling for adding suffixes to base words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.2.F+1
Standard Description: Use spelling patterns and generalizations in writing words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.3.A+1
Standard Description: Choose words and phrases for effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.3.B+1
Standard Description: Recognize and observe differences between the conventions of spoken and written standard English.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.A+1
Standard Description: Use sentence-level context as a clue to the meaning of a word or phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.B+1
Standard Description: Determine the meaning of the new word formed when a known affix is added to a known word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.4.C+1
Standard Description: Use a known root word as a clue to the meaning of an unknown word with the same root.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.5.A+1
Standard Description: Distinguish the literal and nonliteral meanings of words and phrases in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.5.B+1
Standard Description: Identify real-life connections between words and their use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.5.C+1
Standard Description: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6+1
Standard Description: Acquire accurately grade-appropriate conversational words and phrases, including those that signal spatial and temporal relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6+2
Standard Description: Use accurately grade-appropriate conversational words and phrases, including those that signal spatial and temporal relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6+3
Standard Description: Acquire accurately grade-appropriate general academic words and phrases, including those that signal spatial and temporal relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6+4
Standard Description: Use accurately grade-appropriate general academic words and phrases, including those that signal spatial and temporal relationships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6+5
Standard Description: Acquire accurately grade-appropriate domain-specific words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.3.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.3.6+6
Standard Description: Use accurately grade-appropriate domain-specific words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.A+1
Standard Description: Know the meaning of the most common prefixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.A+2
Standard Description: Know the meaning of the most common derivational suffixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.B+1
Standard Description: Decode words with common Latin suffixes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.C+1
Standard Description: Decode multisyllable words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.A
Cluster Name: Phonics and Word Recognition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.3.D+1
Standard Description: Read grade-appropriate irregularly spelled words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RF
Unit Name: Reading: Foundational Skills
Cluster ID: CCSS.ELA-LITERACY.RF.3.B
Cluster Name: Fluency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RF.3.4.C+1
Standard Description: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.1+1
Standard Description: Ask questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.1+2
Standard Description: Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.2+1
Standard Description: Recount stories, including fables, folktales, and myths from diverse cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.2+2
Standard Description: Determine the central message, lesson, or moral of stories,

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.2+3
Standard Description: Explain how the central message, lesson, or moral is conveyed through key details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.3+1
Standard Description: Describe characters in a story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.3+2
Standard Description: Explain how characters' actions contribute to the sequence of events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.4+1
Standard Description: Determine the meaning of words and phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.4+2
Standard Description: Distinguish literal from nonliteral meanings of words and phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.5+1
Standard Description: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.5+2
Standard Description: Describe how each successive part of a story builds on earlier sections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.5+3
Standard Description: Describe how each successive part of a drama builds on earlier sections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.5+4
Standard Description: Describe how each successive part of a poem builds on earlier sections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.6+1
Standard Description: Distinguish their own point of view from that of the narrator or those of the characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.9+1
Standard Description: Compare and contrast the themes of stories written by the same author about the same or similar characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.9+2
Standard Description: Compare and contrast the settings of stories written by the same author about the same or similar characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 3rd Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.3.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.3.9+3
Standard Description: Compare and contrast the plots of stories written by the same author about the same or similar characters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.1.G+1
Standard Description: Correctly use frequently confused words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.2.B+2
Standard Description: Use commas and quotation marks to mark quotations from a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.4.A+2
Standard Description: Use context as a clue to the meaning of a phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.6+1
Standard Description: Acquire accurately grade-appropriate general academic words and phrases, including those that signal precise actions, emotions, or states of being.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.6+2
Standard Description: Use accurately grade-appropriate general academic words and phrases, including those that signal precise actions, emotions, or states of being.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.6+3
Standard Description: Acquire accurately grade-appropriate domain-specific words and phrases, including those that are basic to a particular topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.4.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.4.6+4
Standard Description: Use accurately grade-appropriate domain-specific words and phrases, including those that are basic to a particular topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2+1
Standard Description: Determine a theme of a story from details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2+2
Standard Description: Determine a theme of a drama from details in the text,

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2+3
Standard Description: Determine a theme of a poem from details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2+4
Standard Description: Summarize a story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2+5
Standard Description: Summarize a drama.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.2+6
Standard Description: Summarize a poem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.3+1
Standard Description: Describe in depth a character in a story or drama, drawing on specific details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.3+2
Standard Description: Describe in depth a setting in a story or drama, drawing on specific details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.3+3
Standard Description: Describe in depth an event in a story or drama, drawing on specific details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.3+4
Standard Description: Determine the meaning of words as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.4+1
Standard Description: Determine the meaning of phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.4+2
Standard Description: Determine the meaning of words and phrases that allude to significant characters found in mythology, as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.5+1
Standard Description: Explain major differences between poems, drama, and prose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.5+2
Standard Description: Refer to the structural elements of poems and drama when writing or speaking about a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.9+1
Standard Description: Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.4.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.4.9+2
Standard Description: Compare and contrast patterns of events in stories, myths, and traditional literature from different cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.3+1
Standard Description: Identify the reasons a speaker provides to support particular points.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.A
Cluster Name: Comprehension and Collaboration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.3+2
Standard Description: Identify the evidence a speaker provides to support particular points.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 4th Grade
Unit ID: SL
Unit Name: Speaking & Listening
Cluster ID: CCSS.ELA-LITERACY.SL.4.B
Cluster Name: Presentation of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.SL.4.6+1
Standard Description: Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A+1
Standard Description: Explain the function of conjunctions in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A+2
Standard Description: Explain the function of conjunctions in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A+3
Standard Description: Explain the function of prepositions in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A+4
Standard Description: Explain the function of prepositions in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A+5
Standard Description: Explain the function of interjections in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.A+6
Standard Description: Explain the function of interjections in particular sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.B+1
Standard Description: Form and use the perfect verb tenses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.C+1
Standard Description: Use verb tense to convey various times, sequences, states, and conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.D+1
Standard Description: Recognize inappropriate shifts in verb tense.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.D+2
Standard Description: Correct inappropriate shifts in verb tense.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.1.E+1
Standard Description: Use correlative conjunctions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.A+1
Standard Description: Use punctuation to separate items in a series.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.B+1
Standard Description: Use a comma to separate an introductory element from the rest of the sentence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.C+1
Standard Description: Use a comma to set off the words yes and no.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.C+2
Standard Description: Use a comma to set off a tag question from the rest of the sentence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.C+3
Standard Description: Use a comma to indicate direct address.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.2.D+1
Standard Description: Use underlining, quotation marks, or italics to indicate titles of works.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.3.A+1
Standard Description: Expand, combine, and reduce sentences for meaning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.3.A+2
Standard Description: Expand, combine, and reduce sentences for reader/listener interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.3.A+3
Standard Description: Expand, combine, and reduce sentences for style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.A+1
Standard Description: Use context as a clue to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.A+2
Standard Description: Use context as a clue to the meaning of a phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.B+1
Standard Description: Use common, grade-appropriate Greek and Latin affixes as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.4.B+2
Standard Description: Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.A+1
Standard Description: Interpret figurative language in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.B+1
Standard Description: Recognize the meaning of common idioms, adages, and proverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.B+2
Standard Description: Explain the meaning of common idioms, adages, and proverbs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.5.C+1
Standard Description: Use the relationship between particular words to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6+1
Standard Description: Acquire accurately grade-appropriate general academic words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6+2
Standard Description: Use accurately grade-appropriate general academic words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6+3
Standard Description: Acquire accurately grade-appropriate domain-specific words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6+4
Standard Description: Use accurately grade-appropriate domain-specific words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6+5
Standard Description: Acquire accurately grade-appropriate words and phrases that signal contrast, addition, and other logical relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.5.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.5.6+6
Standard Description: Use accurately grade-appropriate words and phrases that signal contrast, addition, and other logical relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.1+1
Standard Description: Quote accurately from a text when explaining what the text says explicitly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.1+2
Standard Description: Quote accurately from a text when drawing inferences from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.2+1
Standard Description: Determine a theme of a story from details in the text, including how characters in the story respond to challenges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.2+2
Standard Description: Determine a theme of a drama from details in the text, including how characters in the drama respond to challenges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.2+3
Standard Description: Determine a theme of a poem from details in the text, including how the speaker in a poem reflects upon a topic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.3+1
Standard Description: Compare and contrast two or more characters in a story or drama, drawing on specific details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.3+2
Standard Description: Compare and contrast two or more settings in a story or drama, drawing on specific details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.3+3
Standard Description: Compare and contrast two or more events in a story or drama, drawing on specific details in the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.4+1
Standard Description: Determine the meaning of words and phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.4+2
Standard Description: Determine the meaning of figurative language as it is used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.5+1
Standard Description: Explain how a series of chapters fits together to provide the overall structure of a particular story.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.5+2
Standard Description: Explain how a series of scenes fits together to provide the overall structure of a particular drama.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.5+3
Standard Description: Explain how a series of stanzas fits together to provide the overall structure of a poem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.6+1
Standard Description: Describe how a narrator’s or speaker’s point of view influences how events are described.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 5th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.5.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.5.9+1
Standard Description: Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.A+1
Standard Description: Ensure that pronouns are in the proper case.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.B+1
Standard Description: Use intensive pronouns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.C+1
Standard Description: Recognize inappropriate shifts in pronoun number and person.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.C+2
Standard Description: Correct inappropriate shifts in pronoun number and person.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.D+1
Standard Description: Recognize pronouns with unclear or ambiguous antecedents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.1.D+2
Standard Description: Correct pronouns with unclear or ambiguous antecedents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.2.A+1
Standard Description: Use punctuation to set off nonrestrictive/parenthetical elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.A+1
Standard Description: Use context as a clue to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.A+2
Standard Description: Use context as a clue to the meaning of a phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.B+1
Standard Description: Use common, grade-appropriate Greek or Latin affixes as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.B+2
Standard Description: Use common, grade-appropriate Greek or Latin roots as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.D+1
Standard Description: Verify the preliminary determination of the meaning of a word by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.4.D+2
Standard Description: Verify the preliminary determination of the meaning of a phrase by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.5.A+1
Standard Description: Interpret figures of speech in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.5.B+1
Standard Description: Use the relationship between particular words to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.5.C+1
Standard Description: Distinguish among the connotations of words with similar denotations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.6+1
Standard Description: Acquire accurately grade-appropriate general academic words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.6+2
Standard Description: Use accurately grade-appropriate general academic words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.6.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.6.6+5
Standard Description: Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.4+1
Standard Description: Determine the figurative meaning of words and phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RI
Unit Name: Reading: Informational Text
Cluster ID: CCSS.ELA-LITERACY.RI.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RI.6.4+2
Standard Description: Determine the connotative meaning of words and phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.1+1
Standard Description: Cite textual evidence to support analysis of what the text says explicitly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.1+2
Standard Description: Cite textual evidence to support analysis of inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.2+1
Standard Description: Determine a theme or central idea of a text and how it is conveyed through particular details.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.2+2
Standard Description: Provide a summary of the text distinct from personal opinions or judgments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.3+1
Standard Description: Describe how a particular story’s plot unfolds in a series of episodes as the plot moves toward a resolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.3+2
Standard Description: Describe how a particular drama’s plot unfolds in a series of episodes as the plot moves toward a resolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.3+3
Standard Description: Describe how a particular story’s characters respond or change as the plot moves toward a resolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.3+4
Standard Description: Describe how a particular drama’s characters respond or change as the plot moves toward a resolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4+1
Standard Description: Determine the literal meaning of words as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4+2
Standard Description: Determine the literal meaning of phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4+3
Standard Description: Determine the figurative and connotative meanings of words as they are used in a text

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4+4
Standard Description: Determine the figurative and connotative meanings of phrases as they are used in a text

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4+5
Standard Description: Analyze the impact of a specific word choice on meaning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.4+6
Standard Description: Analyze the impact of a specific word choice on tone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.5+2
Standard Description: Analyze how a particular paragraph fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.5+3
Standard Description: Analyze how a particular chapter fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.5+4
Standard Description: Analyze how a particular section fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.6+1
Standard Description: Explain how an author develops the point of view of the narrator or speaker in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 6th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.6.C
Cluster Name: Integration of Knowledge and Ideas
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.6.9+1
Standard Description: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.A+1
Standard Description: Explain the function of phrases in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.A+2
Standard Description: Explain the function of phrases in specific sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.A+3
Standard Description: Explain the function of clauses in general.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.A+4
Standard Description: Explain the function of clauses in specific sentences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.B+1
Standard Description: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.C+1
Standard Description: Place phrases within a sentence correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.C+2
Standard Description: Place clauses within a sentence correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.C+3
Standard Description: Recognize misplaced and dangling modifiers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.1.C+4
Standard Description: Correct misplaced and dangling modifiers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.2.A+1
Standard Description: Use a comma to separate coordinate adjectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.A
Cluster Name: Conventions of Standard English
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.2.B+1
Standard Description: Spell correctly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.3.A+1
Standard Description: Choose language that expresses ideas precisely, recognizing and eliminating wordiness and redundancy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.B
Cluster Name: Knowledge of Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.3.A+2
Standard Description: Choose language that expresses ideas concisely, recognizing and eliminating wordiness and redundancy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.A+1
Standard Description: Use context as a clue to the meaning of a phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.A+2
Standard Description: Use context as a clue to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.B+1
Standard Description: Use common, grade-appropriate Greek or Latin affixes as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.B+2
Standard Description: Use common, grade-appropriate Greek or Latin roots as clues to the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.D+1
Standard Description: Verify the preliminary determination of the meaning of a word.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.4.D+2
Standard Description: Verify the preliminary determination of the meaning of a phrase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.5.A+1
Standard Description: Interpret figures of speech in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.5.B+1
Standard Description: Use the relationship between particular words to better understand each of the words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.5.C+1
Standard Description: Distinguish among the connotations of words with similar denotations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.6+1
Standard Description: Acquire accurately grade-appropriate general academic words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.6+2
Standard Description: Use accurately grade-appropriate general academic words and phrases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: L
Unit Name: Language
Cluster ID: CCSS.ELA-LITERACY.L.7.C
Cluster Name: Vocabulary Acquisition and Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.L.7.6+5
Standard Description: Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.1+1
Standard Description: Cite several pieces of textual evidence to support analysis of what the text says explicitly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.1+2
Standard Description: Cite several pieces of textual evidence to support analysis of inferences drawn from the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.2+1
Standard Description: Determine a theme or central idea of a text and analyze its development over the course of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.2+2
Standard Description: Provide an objective summary of the text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.3+1
Standard Description: Analyze how particular elements of a story interact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.A
Cluster Name: Key Ideas and Details
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.3+2
Standard Description: Analyze how particular elements of a drama interact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4+1
Standard Description: Determine the literal meaning of words as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4+2
Standard Description: Determine the literal meaning of phrases as they are used in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4+3
Standard Description: Determine the figurative and connotative meanings of words as they are used in a text

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4+4
Standard Description: Determine the figurative and connotative meanings of phrases as they are used in a text

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4+5
Standard Description: Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.4+6
Standard Description: Analyze the impact of rhymes and other repetitions of sounds on a specific section of a story or drama.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.5+1
Standard Description: Analyze how a drama’s form or structure contributes to its meaning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.5+2
Standard Description: Analyze how a poem’s form or structure contributes to its meaning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: 7th Grade
Unit ID: RL
Unit Name: Reading: Literature
Cluster ID: CCSS.ELA-LITERACY.RL.7.B
Cluster Name: Craft and Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CCSS.ELA-LITERACY.RL.7.6+1
Standard Description: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-1
Standard Description: The sun is a star.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-1+2
Standard Description: The sun is the closest star to Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-1+3
Standard Description: The sun appears in the eastern sky every morning and sets in the western sky every night.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-2
Standard Description: Earth gets light and heat (thermal energy) from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-2+1
Standard Description: Earth gets light from the sun, which makes it daytime.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-2+2
Standard Description: The sun's light warms Earth's surface, including water, dirt, and air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-3
Standard Description: An Earth day (daytime and night together) is twenty-four hours.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-3+1
Standard Description: An Earth day is twenty-four hours long.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-3+2
Standard Description: Daytime and nighttime together make one Earth day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-3+3
Standard Description: The sun rises and sets once in every period of twenty-four hours.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-4
Standard Description: Sunrise and sunset happen because Earth, which is ball-shaped, rotates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-4+1
Standard Description: Sunrise and sunset happen because Earth is shaped like a ball and it spins.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1A
Cluster Name: The Sun and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1A-4+2
Standard Description: When one side of Earth is facing the sun, it is daytime there, and when it is facing away, it is nighttime.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1B
Cluster Name: Annual Patterns of Sunrise and Sunset
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1B-1
Standard Description: The times of sunrise and sunset vary a little each day and occur in predictable patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1B
Cluster Name: Annual Patterns of Sunrise and Sunset
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1B-1+1
Standard Description: The sun rises and sets at different times each day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1B
Cluster Name: Annual Patterns of Sunrise and Sunset
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1B-1+2
Standard Description: The times of sunrise and sunset change in a predictable pattern throughout the year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1B
Cluster Name: Annual Patterns of Sunrise and Sunset
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1B-1+3
Standard Description: There is more daylight in the summer and less in the winter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1B
Cluster Name: Annual Patterns of Sunrise and Sunset
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1B-1+4
Standard Description: The length of day and night changes throughout the year, showing a pattern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-1
Standard Description: The moon, which is ball-shaped, is visible in the sky at night and often during the day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-1+1
Standard Description: The moon is a round, ball-shaped object in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-1+2
Standard Description: The moon can be seen at night and often during the day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2
Standard Description: The moon appears to change shape over about a month; these changes are called the moon's phases (new, crescent, half, full).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2+1
Standard Description: The moon's shape appears to change over the course of about one month.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2+2
Standard Description: These changes in shape are called the moon's phases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2+3
Standard Description: The full moon looks like a complete circle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2+4
Standard Description: The crescent moon looks like the shape of the white part of a fingernail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2+5
Standard Description: The quarter moon is a half-circle shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1C
Cluster Name: The Moon and Its Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1C-2+6
Standard Description: During the new moon phase, the moon is hard to see because the whole circle is dark.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-1
Standard Description: Stars are distant objects that give off their own light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-1+1
Standard Description: Stars are far away and shine by themselves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-1+2
Standard Description: We can see stars at night because they make their own light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-2
Standard Description: The positions of some stars are used to draw imagined patterns called constellations (Big Dipper, Orion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-2+1
Standard Description: Constellations are groups of stars that form patterns in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-2+2
Standard Description: People use constellations to help find stars in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-3
Standard Description: Stars appear to rotate across the sky in the course of a night.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-3+1
Standard Description: Stars seem to move across the sky at night because Earth is spinning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-1
Unit Name: Sun, Moon, and Stars
Cluster ID: CKSci-G1-1D
Cluster Name: Stars and Their Predictable Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-1D-3+2
Standard Description: The stars appear to move in a circle around a point in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2A
Cluster Name: Structure and Function in Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2A-1
Standard Description: Plants and animals are composed of parts (structures), which they use in support of their survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2A
Cluster Name: Structure and Function in Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2A-1+1
Standard Description: Plants have parts like roots, stems, and leaves that help them grow and survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2A
Cluster Name: Structure and Function in Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2A-1+2
Standard Description: Animals have body parts that help them move, eat, and protect themselves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2A
Cluster Name: Structure and Function in Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2A-1+3
Standard Description: Both plants and animals use their parts to meet their needs and survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2A
Cluster Name: Structure and Function in Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2A-1+4
Standard Description: Plants have roots that take in water from the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2A
Cluster Name: Structure and Function in Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2A-1+5
Standard Description: Leaves of plants use sunlight to make food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-1
Standard Description: Animals and plants have parts that enable them to obtain and process information about their environment through their senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-1+1
Standard Description: Animals have body parts that help them sense their surroundings, like eyes for seeing and ears for hearing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-1+2
Standard Description: Plants can sense and respond to light, temperature, water, and touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-1+3
Standard Description: Both animals and plants use their senses to gather information about their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-2
Standard Description: Animals and plants respond to environmental inputs (stimuli) with behaviors that help them survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-2+1
Standard Description: Animals use their senses to detect danger and find food, which helps them survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-2+2
Standard Description: Plants respond to light by growing towards it, which helps them get the energy they need to live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2B
Cluster Name: Information Processing: Plant and Animal Stimulus and Response
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2B-2+3
Standard Description: These responses help animals and plants survive by reacting to changes in their surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-1
Standard Description: Adult plants and animals reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-1+1
Standard Description: Adult plants and animals can have young.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-1+2
Standard Description: Young animals are very much but not exactly like their parents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-2
Standard Description: Many kinds of animal parents take care of their offspring until the offspring become mature enough to care for themselves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-2+1
Standard Description: Many baby animals need help from their parents to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-2+2
Standard Description: Parents feed their young because they are too young to find and catch their own food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2C
Cluster Name: Growth and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2C-2+3
Standard Description: Parents protect their young until they are bigger and stronger.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-1
Standard Description: Traits are the characteristics of living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-1+1
Standard Description: Traits are the characteristics that make living things look and act the way they do.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-1+2
Standard Description: Offspring inherit traits from their parents, but they are not exactly the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-1+3
Standard Description: Traits can include things like color, size, and shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-2
Standard Description: Individuals of the same kind of animal or plant have similar traits, but they can also vary in many ways.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-2+1
Standard Description: Individuals of the same kind of animal or plant have traits that make them look similar.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-2+2
Standard Description: Even though they are similar, individuals can have differences in their traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-2
Unit Name: Plant and Animal Survival
Cluster ID: CKSci-G1-2D
Cluster Name: Parents and Offspring
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-2D-2+3
Standard Description: Variation in traits can help individuals survive in different environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-1
Standard Description: Sound comes from sound waves that we detect with our ears.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-1+1
Standard Description: Sound comes from sound waves that we detect with our ears.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-1+2
Standard Description: Sound waves are created when something vibrates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-1+3
Standard Description: Our ears help us detect sound waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-2
Standard Description: To vibrate means to move back and forth quickly. Vibrating matter can make a sound wave that can travel through many kinds of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-2+1
Standard Description: To vibrate means to move back and forth quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-2+2
Standard Description: Vibrating matter can make a sound wave.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3A
Cluster Name: Sound and Vibration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3A-2+3
Standard Description: Sound waves can travel through many kinds of matter, such as air, water, and solids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-1
Standard Description: Light is a phenomenon we detect with our eyes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-1+1
Standard Description: Light is something we can see with our eyes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-1+2
Standard Description: Some objects, like the Sun and lamps, give off their own light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-1+3
Standard Description: We can see objects when light shines on them and reflects into our eyes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-2
Standard Description: Some objects (the Sun, electric lights) give off light; most objects do not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-2+1
Standard Description: Some objects, like the Sun and lamps, give off their own light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3B
Cluster Name: Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3B-2+2
Standard Description: Most objects do not give off light and can only be seen when light shines on them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-1
Standard Description: Light interacts differently with different types of materials: transparent, translucent, opaque.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-1+1
Standard Description: Transparent materials let all light pass through, so you can see clearly through them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-1+2
Standard Description: Translucent materials let some light pass through, but not all, so you can see light but not clear images.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-1+3
Standard Description: Opaque materials do not let any light pass through, blocking it completely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-2
Standard Description: The dark area created by an object blocking light is a shadow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-2+1
Standard Description: A shadow is a dark shape that appears when an object blocks light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-2+2
Standard Description: To make a shadow, you need a light source, an object to block the light, and a surface for the shadow to appear on.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-3
Standard Description: Materials that reflect light may illuminate the surrounding space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-3+1
Standard Description: Reflective materials can bounce light back, making the area around them brighter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-3+2
Standard Description: Mirrors are very good at reflecting light because they have smooth, shiny surfaces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3C
Cluster Name: Light and Materials
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3C-3+3
Standard Description: When light hits a reflective surface, it changes direction and can illuminate other areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-1
Standard Description: People use light and sound in devices to solve problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-1+1
Standard Description: People use light and sound in devices to solve problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-1+2
Standard Description: Microphones and speakers help people hear sounds better.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-1+3
Standard Description: Spotlights help people see things clearly on stage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-2
Standard Description: People use light and sound in a variety of devices to communicate over long distances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-2+1
Standard Description: People can communicate over long distances using sound or light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-2+2
Standard Description: Morse code uses patterns of dots and dashes to send messages over long distances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-3
Unit Name: Exploring Light and Sound
Cluster ID: CKSci-G1-3D
Cluster Name: Solving Problems with Light or Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-3D-2+3
Standard Description: Devices like telegraphs and radios send messages far away using patterns of sound or light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4A
Cluster Name: Simple Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4A-1
Standard Description: A simple machine is a device that changes the strength or direction of a force (a push or a pull).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4A
Cluster Name: Simple Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4A-1+1
Standard Description: A simple machine is a tool that helps make work easier by changing the strength or direction of a push or pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4A
Cluster Name: Simple Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4A-2
Standard Description: There are six types of simple machines: lever, wheel and axle, pulley, inclined plane, wedge, screw.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4A
Cluster Name: Simple Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4A-2+1
Standard Description: There are six types of simple machines: lever, wheel and axle, pulley, inclined plane, wedge, and screw.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4A
Cluster Name: Simple Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4A-3
Standard Description: Simple machines make work easier because less force is used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4A
Cluster Name: Simple Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4A-3+1
Standard Description: Simple machines make work easier by reducing the amount of force needed to move objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-1
Standard Description: A compound machine consists of two or more simple machines working together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-1+1
Standard Description: A compound machine is made when two or more simple machines work together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-1+2
Standard Description: Simple machines like levers, wheels, and wedges can be combined to make compound machines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-1+3
Standard Description: Compound machines help make tasks easier by combining the strengths of simple machines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-2
Standard Description: Examples of compound machines: scissors, pencil sharpener, bicycle, wheelbarrow, and many other useful devices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-2+1
Standard Description: Scissors are compound machines made of two levers and wedges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-2+2
Standard Description: A pencil sharpener combines gears and a blade to sharpen pencils.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-2+3
Standard Description: A bicycle uses wheels, axles, and gears to help us move faster.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-4
Unit Name: Simple Machines
Cluster ID: CKSci-G1-4B
Cluster Name: Compound Machines
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-4B-2+4
Standard Description: A wheelbarrow combines a wheel and axle with a lever to carry heavy loads.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-1
Standard Description: The skeletal system is made up of bones that provide structure to the human body and work with muscles to enable movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-1+1
Standard Description: The skeletal system is made up of bones that provide structure to the human body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-1+2
Standard Description: Bones work with muscles to enable movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-2
Standard Description: The muscular system is made up of three types of muscle tissue: cardiac, smooth, skeletal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-2+1
Standard Description: The muscular system is made up of three types of muscle tissue: cardiac, smooth, and skeletal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-2+2
Standard Description: Cardiac muscle is found in the heart and works without us thinking about it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-2+3
Standard Description: Smooth muscle is found in places like the stomach and works automatically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5A
Cluster Name: Skeletal and Muscular Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5A-2+4
Standard Description: Skeletal muscle is attached to bones and helps us move when we want to.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-1
Standard Description: The respiratory system performs an exchange of gases between the body and the atmosphere (breathing).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-1+1
Standard Description: Breathing is the process of taking air into the lungs and then letting it out.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-1+2
Standard Description: The respiratory system helps us breathe by moving air in and out of our body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-1+3
Standard Description: When we breathe in, our lungs fill with air, and when we breathe out, air leaves our lungs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-2
Standard Description: The respiratory system interacts with the circulatory system to move matter back and forth between the lungs and cells in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-2+1
Standard Description: The respiratory system and circulatory system work together to move oxygen from the lungs to the body's cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-2+2
Standard Description: The circulatory system carries carbon dioxide from the cells back to the lungs to be exhaled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-2+3
Standard Description: Blood vessels transport oxygen and carbon dioxide between the lungs and cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-3
Standard Description: The circulatory system is comprised of the body's blood, blood vessels, and heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-3+1
Standard Description: The circulatory system is made up of the heart, blood vessels, and blood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-3+2
Standard Description: The heart pumps blood throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5B
Cluster Name: Respiratory and Circulatory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5B-3+3
Standard Description: Blood vessels are like tubes that carry blood to all parts of the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-1
Standard Description: The nervous system is comprised of nerves and the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-1+1
Standard Description: The nervous system is made up of the brain and nerves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-1+2
Standard Description: The brain is located in your head and controls what your body does.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-1+3
Standard Description: Nerves spread out from the brain and connect to different parts of the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-2
Standard Description: The nervous system interacts with all the body's other systems and controls all the body's voluntary and involuntary functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-2+1
Standard Description: The nervous system sends messages between the brain and the rest of the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-2+2
Standard Description: The brain controls both the things you think about, like moving, and the things you don't think about, like breathing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-2+3
Standard Description: Nerves carry messages to and from the brain to help control body functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5C
Cluster Name: Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5C-2+4
Standard Description: The spinal cord connects the brain to nerves throughout the body, allowing communication between the brain and body parts below the neck.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-1
Standard Description: Body systems require healthy choices to function properly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-1+1
Standard Description: Your body needs healthy food and exercise to work well.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-1+2
Standard Description: Drinking water helps keep your body healthy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-1+3
Standard Description: Eating too many oily or fatty foods can be bad for your heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-2
Standard Description: Neglecting health can lead to illnesses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-2+1
Standard Description: Not taking care of your body can make you sick.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-2+2
Standard Description: Eating too much sugar can cause health problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: CKSci-G1-5
Unit Name: The Human Body: Human Body Systems
Cluster ID: CKSci-G1-5D
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G1-5D-2+3
Standard Description: Breathing in smoke is harmful to your lungs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 1-ESS1-1
Standard Description: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment of star patterns is limited to stars being seen at night and not during the day

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 1-ESS1-2
Standard Description: Make observations at different times of year to relate the amount of daylight to the time of year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS1
Cluster Name: From Molecules to Organisms: Structures and Processes
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 1-LS1-1
Standard Description: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS1
Cluster Name: From Molecules to Organisms: Structures and Processes
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 1-LS1-2
Standard Description: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS3
Cluster Name: Heredity: Inheritance and Variation of Traits
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 1-LS3-1
Standard Description: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 1-PS4-1
Standard Description: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 1-PS4-2
Standard Description: Make observations to construct an evidence-based account that objects can be seen only when illuminated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 1-PS4-3
Standard Description: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include the speed of light

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 1st Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 1-PS4-4
Standard Description: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include technological details for how communication devices work

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-1
Standard Description: Matter is anything that has mass and takes up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-1+1
Standard Description: Matter is anything that has mass and takes up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-1+2
Standard Description: Air is matter, even though it is invisible, because it takes up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-2
Standard Description: Matter exists in different states: solid, liquid, and gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-2+1
Standard Description: Matter can be a solid, liquid, or gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-2+2
Standard Description: Solids have their own shape and do not change shape when placed in a container.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-2+3
Standard Description: Liquids take the shape of their container and can flow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1A
Cluster Name: Introduction to Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1A-2+4
Standard Description: Gases spread out to fill the entire space available.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-1
Standard Description: Matter has measurable properties, such as size, weight, and volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-1+1
Standard Description: Matter has properties like size, weight, and volume that we can measure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-1+2
Standard Description: Matter is anything that takes up space and can be seen or touched.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-1+3
Standard Description: We can use these properties to describe and identify different kinds of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-2
Standard Description: Matter can be sorted or classified based on its properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-2+1
Standard Description: Matter can be sorted into groups based on properties like color, shape, and texture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-2+2
Standard Description: Sorting helps us understand and organize different kinds of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1B
Cluster Name: Properties and Uses of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1B-2+3
Standard Description: We can use our senses to observe and classify matter by its properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-1
Standard Description: The state of matter depends on temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-1+1
Standard Description: Temperature changes can cause matter to change from one state to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-1+2
Standard Description: Warming can change matter from a solid to a liquid, and cooling can change it from a liquid to a solid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-1+3
Standard Description: Warming can change matter from a liquid to a gas, like when water boils and becomes steam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-1+4
Standard Description: Cooling can change matter from a gas to a liquid, and from a liquid to a solid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-2
Standard Description: Heating or cooling a substance can change its properties, including changing it from one state to another. Water has three states: liquid, solid (ice), and gas (water vapor).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-2+1
Standard Description: Heating or cooling a substance can change its state, such as from solid to liquid or liquid to gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-2+2
Standard Description: Water can exist in three states: liquid, solid (ice), and gas (water vapor).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-2+3
Standard Description: Heating water changes it from a liquid to a gas, called water vapor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-2+4
Standard Description: Cooling water changes it from a liquid to a solid, called ice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1C
Cluster Name: Heating and Cooling Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1C-2+5
Standard Description: These changes in state are reversible, meaning water can change back and forth between these states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-1
Standard Description: Some objects are made from a single type of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-1+1
Standard Description: Some objects are made from a single type of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-1+2
Standard Description: Matter is the 'stuff' that makes up everything around us.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-1+3
Standard Description: Objects made from a single type of matter have properties that make them suitable for specific purposes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-2
Standard Description: Other objects are made from different types of matter being combined or placed together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-2+1
Standard Description: Some objects are made from different types of matter combined together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-2+2
Standard Description: Each part of an object is made from matter that is best suited for its purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-1
Unit Name: Properties of Matter
Cluster ID: CKSci-G2-1D
Cluster Name: Building with Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-1D-2+3
Standard Description: When many small parts are put together, they can make something big.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-1
Standard Description: Plants have body parts (roots, stems, leaves) to survive and grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-1+1
Standard Description: Plants have roots that grow underground to take in water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-1+2
Standard Description: Stems help hold the plant upright and move water to other parts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-1+3
Standard Description: Leaves take in sunlight and use it to make food for the plant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-2
Standard Description: Plants are living organisms and typically grow in fixed locations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-2+1
Standard Description: Plants are living things that grow in one place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-2+2
Standard Description: Plants do not move around like animals do.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-3
Standard Description: Plants need air, water, light, space, and minerals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-3+1
Standard Description: Plants need air to breathe and grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-3+2
Standard Description: Plants need water to stay alive and grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-3+3
Standard Description: Plants need sunlight to make their food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-3+4
Standard Description: Plants need space to grow without being crowded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2A
Cluster Name: Plant Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2A-3+5
Standard Description: Plants need nutrients from the soil to stay healthy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-1
Standard Description: Plants are diverse in size, structure, and ecological needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-1+1
Standard Description: Plants come in many different sizes and shapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-1+2
Standard Description: All plants need air, water, sunlight, nutrients, and room to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-1+3
Standard Description: Plants live where they can get the right amount of air, water, sunlight, nutrients, and space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2
Standard Description: Plants live in environments to which they are suited. Examples: deciduous forests, tropical forests, meadows, prairies, deserts, tundras, and bodies of water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+1
Standard Description: Plants in temperate deciduous forests lose their leaves in the fall to conserve water during winter. Examples: Oak, maple, birch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+1+1
Standard Description: In fall, the days become shorter and cooler, causing trees to lose their leaves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+1+2
Standard Description: Trees lose their leaves to conserve water during the winter when there is less sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+2
Standard Description: Plants in tropical rainforests have adaptations to cope with high rainfall and competition for sunlight, such as large leaves and drip tips. Examples: Orchids, bromeliads, ferns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+2+1
Standard Description: Tropical rainforests are warm and rainy all year round.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+2+2
Standard Description: Plants in tropical rainforests often have large leaves to capture sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+2+3
Standard Description: Some tropical plants grow on other plants instead of in soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+3
Standard Description: Plants in grasslands have adaptations to survive drought and fire, such as deep roots and the ability to regrow quickly after fire. Examples: Grasses, wildflowers, sunflowers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+3+1
Standard Description: Grasslands are large, open areas with few trees and are mostly covered with grasses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+3+2
Standard Description: Grassland plants have deep roots to find water during dry periods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+3+3
Standard Description: Some grassland plants can regrow quickly after being burned by fire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+4
Standard Description: Desert plants have adaptations to conserve water in arid environments, such as thick stems for water storage and spines or small leaves to reduce water loss. Examples: Cacti, succulents, Joshua trees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+4+1
Standard Description: Desert plants have thick stems to store water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+4+2
Standard Description: Some desert plants have spines instead of leaves to reduce water loss.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+4+3
Standard Description: Desert plants can survive long periods without rain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+5
Standard Description: Tundra plants grow low to the ground and have small leaves to withstand harsh winds and cold temperatures. Examples: Mosses, lichens, dwarf shrubs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+5+1
Standard Description: Tundra plants grow low to the ground to avoid harsh winds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+5+2
Standard Description: These plants have small leaves to conserve heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+5+3
Standard Description: Tundra plants can survive in very cold temperatures with little water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+6
Standard Description: Aquatic plants, like those found in ponds, lakes, and rivers, often have flexible stems and air pockets to help them float and obtain oxygen. Examples: Water lilies, cattails, duckweed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+6+1
Standard Description: Aquatic plants often have flexible stems to move with water currents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+6+2
Standard Description: These plants have air pockets that help them float.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+6+3
Standard Description: Aquatic plants can be found in ponds, lakes, and rivers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+7
Standard Description: Ocean plants have salt tolerance and adaptations for water absorption and buoyancy. Examples: Seaweed, kelp, seagrass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+7+1
Standard Description: Ocean plants can live in salty water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+7+2
Standard Description: These plants have special ways to absorb water and stay afloat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-2+7+3
Standard Description: Seaweed, kelp, and seagrass are examples of ocean plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2B
Cluster Name: Plant Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2B-3
Standard Description: Many plant habitats change in cycles over time—seasons—and plants are adapted to survive during those changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-1
Standard Description: Adult plants and animals reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-1+1
Standard Description: Adult plants and animals reproduce to ensure the continuation of their species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-1+2
Standard Description: Young plants and animals grow and develop into adults that can reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-1+3
Standard Description: Reproduction is how animals make new animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-2
Standard Description: Many kinds of animal parents take care of their offspring until the offspring become mature enough to care for themselves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-2+1
Standard Description: Many animal parents feed their young because the babies are too young to find and catch their own food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-2+2
Standard Description: Animal parents protect their young from danger until they are strong enough to survive on their own.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-2+3
Standard Description: Some animal parents clean their babies to keep them healthy and safe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2C
Cluster Name: Animal Needs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2C-2+4
Standard Description: Animal parents teach their young important skills for survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-1
Standard Description: Animals are diverse in size, shape, and ecological needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-1+1
Standard Description: Animals come in many different sizes and shapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-1+2
Standard Description: Animals need different things to live, like food, water, and a place to live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-1+3
Standard Description: Animals live in different places, like forests, deserts, and oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-2
Standard Description: Animals vary in their structure. Examples: invertebrates (without backbones) such as snails, insects, and coral; vertebrates (with backbones) such as mammals, birds, fish, reptiles, and amphibians.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-2+1
Standard Description: Some animals have backbones, like mammals, birds, fish, reptiles, and amphibians.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-2+2
Standard Description: Other animals do not have backbones, like insects, snails, and coral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-2+3
Standard Description: Animals with backbones are called vertebrates, and those without are called invertebrates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-3
Standard Description: Animals live in environments to which they are suited; those environments differ. Examples: Deciduous forests, tropical forests, meadows, prairies, deserts, tundras, ponds, lakes, rivers, streams, and oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-3+1
Standard Description: Animals live in different habitats like forests, deserts, and oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-3+2
Standard Description: Each habitat provides animals with the food, water, and shelter they need.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2D
Cluster Name: Animal Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2D-3+3
Standard Description: Animals are suited to live in specific environments where they can survive and grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-1
Standard Description: Many plants and animals live in a specific habitat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-1+1
Standard Description: Many plants and animals live together in habitats where they share space and resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-1+2
Standard Description: Some plants need animals to help them make new plants by spreading pollen and seeds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-1+3
Standard Description: Animals often rely on plants for food and shelter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-2
Standard Description: Organisms that share a given space affect each other. Animals depend on plants for food and shelter. Plants depend on animals (for example, pollination, seed dispersal).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-2+1
Standard Description: Animals depend on plants for food and shelter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-2+2
Standard Description: Plants rely on animals for pollination and seed dispersal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-2+3
Standard Description: Insects like bees and butterflies help plants by carrying pollen from one flower to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-3
Standard Description: There are also groups of living things that are neither plants nor animals (fungi, algae, bacteria).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-3+1
Standard Description: Fungi, algae, and bacteria are groups of living things that are not classified as plants or animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-3+2
Standard Description: Fungi can break down dead material, helping to recycle nutrients in the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-3+3
Standard Description: Algae are plant-like organisms that can produce their own food through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-2
Unit Name: Organisms and Their Habitats
Cluster ID: CKSci-G2-2E
Cluster Name: Ecosystems: Plant and Animal Relationships
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-2E-3+4
Standard Description: Bacteria are single-celled organisms that can live in various environments and play important roles in processes like decomposition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-1
Standard Description: Earth's surface has various landforms such as plains, hills, plateaus, mountains, valleys, canyons, buttes, basins, cliffs, beaches, dunes, and underwater mountains and valleys.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-1+1
Standard Description: Earth's surface has different shapes called landforms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-1+2
Standard Description: Landforms include plains, hills, plateaus, mountains, valleys, canyons, buttes, basins, cliffs, beaches, dunes, and underwater mountains and valleys.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-1+3
Standard Description: Underwater, there are mountains and valleys on the ocean floor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-2
Standard Description: Maps are models of Earth's surface. A globe is a spherical map of Earth that helps to visualize locations of continents, the poles, and the equator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-2+1
Standard Description: Maps are flat drawings that show where things are on Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-2+2
Standard Description: A globe is a round model of Earth that helps us see where continents, the poles, and the equator are located.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3A
Cluster Name: Landforms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3A-2+3
Standard Description: Globes help us see where the North and South Poles are located.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-1
Standard Description: Most of Earth's surface is covered with water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-1+1
Standard Description: Most of Earth's surface is covered with water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-1+2
Standard Description: The view from space shows that Earth looks mostly blue because of the water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-1+3
Standard Description: Water is found in oceans, rivers, lakes, and ponds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-2
Standard Description: Most of Earth's water is liquid; some is solid (ice); some is fresh water (rivers, lakes, groundwater, glaciers); most is salt water (oceans).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-2+1
Standard Description: Most of Earth's water is liquid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-2+2
Standard Description: Some of Earth's water is solid, frozen in ice caps and glaciers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-2+3
Standard Description: Fresh water is found in rivers, lakes, and underground as groundwater.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3B
Cluster Name: Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3B-2+4
Standard Description: Most of Earth's water is salt water, found in oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-1
Standard Description: Wind and water can change the shape of land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-1+1
Standard Description: Wind and water can change the shape of land by wearing away surfaces over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-1+2
Standard Description: Tiny pieces of rock and sand are carried away by wind and water, slowly altering the landscape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-1+3
Standard Description: These changes can happen gradually, forming new shapes like arches and dunes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-2
Standard Description: Wind and water produce many distinctive landforms: dunes, beaches, cliffs, hoodoos, arches, oxbows and meanders, canyons, and mesas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-2+1
Standard Description: Wind and water can create landforms like dunes and beaches by moving sand.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-2+2
Standard Description: Ocean waves push sand to the shore, forming beaches, while wind blows sand into piles to create dunes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-2+3
Standard Description: These landforms can change quickly during storms or slowly over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-3
Standard Description: Wind and water cause relatively slow changes to Earth's crust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-3+1
Standard Description: Wind and water slowly wear away rocks and soil, changing the Earth's surface over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-3+2
Standard Description: These processes can create new landforms by gradually moving materials from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-3+3
Standard Description: Changes caused by wind and water happen so slowly that they are often hard to notice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-4
Standard Description: Scientists and engineers work together to design solutions that slow or prevent unwanted weathering and erosion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-4+1
Standard Description: Scientists and engineers create solutions to stop or slow down erosion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-4+2
Standard Description: They use plants, walls, and other materials to keep soil and sand in place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-3
Unit Name: Exploring Land and Water
Cluster ID: CKSci-G2-3C
Cluster Name: Effects of Wind and Water on Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-3C-4+3
Standard Description: These solutions help protect land from being washed or blown away.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-1
Standard Description: Electricity is a form of energy; it can cause change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-1+1
Standard Description: Electricity is a form of energy that can make things work.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-1+2
Standard Description: Electricity can cause changes, like making a light bulb glow or a fan spin.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-1+3
Standard Description: We use electricity in many devices at home, like lamps and televisions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-2
Standard Description: Matter contains two types of electrical charges: positive and negative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-2+1
Standard Description: Matter has two types of electrical charges: positive and negative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-2+2
Standard Description: Positive and negative charges can attract or repel each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-2+3
Standard Description: Objects with the same type of charge repel each other, while objects with opposite charges attract each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-3
Standard Description: Types of electricity: Static electricity (electric charges on the surface of things); current electricity (electrical charges flowing in a circuit through wires and other devices).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-3+1
Standard Description: Static electricity happens when electric charges build up on the surface of objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-3+2
Standard Description: Current electricity flows through wires and powers devices in our homes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4A
Cluster Name: Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4A-3+3
Standard Description: Lightning is a large spark of static electricity that can jump between clouds or from a cloud to the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-1
Standard Description: A magnet is a metal object that can exert a force through a distance on certain types of metal objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-1+1
Standard Description: A magnet is a metal object that can pull certain types of metal objects toward itself without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-1+2
Standard Description: The force of a magnet can work over a distance, meaning it doesn't have to be touching the object to pull it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-2
Standard Description: A magnet has two poles, north and south.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-2+1
Standard Description: A magnet has two ends called poles: one is the north pole and the other is the south pole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-2+2
Standard Description: The north pole of one magnet can pull the south pole of another magnet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-3
Standard Description: Similar magnetic poles repel each other; opposite magnetic poles attract each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-3+1
Standard Description: When the north poles of two magnets face each other, they push away from each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-3+2
Standard Description: When the south poles of two magnets face each other, they also push away from each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4B
Cluster Name: Magnets and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4B-3+3
Standard Description: When the north pole of one magnet faces the south pole of another magnet, they pull toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-1
Standard Description: Electricity and magnetism are used in many useful devices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-1+1
Standard Description: Electricity is a type of energy that makes many devices work.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-1+2
Standard Description: Magnets can be used to produce electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-1+3
Standard Description: Electricity can come from sources like batteries and power plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-2
Standard Description: All useful devices are developed through engineering design, a process which includes: defining a problem; developing possible solutions; refining the design solution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-2+1
Standard Description: Engineering design is a process used to solve problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-2+2
Standard Description: The process begins by identifying a problem to be solved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-2+3
Standard Description: Possible solutions are developed and evaluated based on how well they solve the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-3
Standard Description: Scientists and engineering designers often work together in teams to solve problems and design effective solutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-3+1
Standard Description: Scientists and engineers work together in teams to solve problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4C
Cluster Name: Designing and Engineering Useful Devices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4C-3+2
Standard Description: Teamwork helps in designing effective solutions by combining different skills and knowledge.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-1
Standard Description: Electricity is potentially dangerous.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-1+1
Standard Description: Electricity can be dangerous and should be handled with care.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-1+2
Standard Description: Never put anything into an electrical socket.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-1+3
Standard Description: Only adults should plug electrical cords into wall sockets or remove them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-2
Standard Description: Safety rules for electricity include: never put your finger or anything metallic in an electrical outlet; never touch a switch or electrical appliance when your hand or body is wet; never put your finger in a lamp socket.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-2+1
Standard Description: Never put your finger or anything metallic in an electrical outlet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-2+2
Standard Description: Never touch a switch or electrical appliance when your hand or body is wet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-4
Unit Name: Electricity and Magnetism
Cluster ID: CKSci-G2-4D
Cluster Name: Safe Use of Electricity and Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-4D-2+3
Standard Description: Never put your finger in a lamp socket.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-1
Standard Description: All living things are made up of cells too small to be seen without a microscope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-1+1
Standard Description: All living things are made up of cells, which are too small to be seen without a microscope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-2
Standard Description: The human body is made up of different types of cells including stem, bone, blood, muscle, fat, skin, and nerve cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-2+1
Standard Description: The human body is made up of different types of cells including stem, bone, blood, muscle, fat, skin, and nerve cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-3
Standard Description: Cells combine to form tissues; tissues combine to form organs; organs combine to form organ systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-3+1
Standard Description: Cells combine to form tissues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-3+2
Standard Description: Tissues combine to form organs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5A
Cluster Name: Cells, Tissues, and Organs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5A-3+3
Standard Description: Organs work together to form organ systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-1
Standard Description: The human body has complex systems including the digestive and excretory systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-1+1
Standard Description: The digestive system helps break down food into nutrients the body can use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-1+2
Standard Description: The excretory system removes waste from the body to keep it healthy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-1+3
Standard Description: The digestive system includes organs like the stomach and intestines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-1+4
Standard Description: The excretory system includes organs like the kidneys and bladder.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-2
Standard Description: The digestive system includes body parts that take in and process food: salivary glands, taste buds, teeth, esophagus, stomach, liver, small intestine, and large intestine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-2+1
Standard Description: The digestive system begins with the mouth, where teeth chew food and saliva starts breaking it down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-2+2
Standard Description: The esophagus is a tube that moves food from the mouth to the stomach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-2+3
Standard Description: In the stomach, food is mixed with digestive juices to break it down further.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-2+4
Standard Description: The small intestine absorbs nutrients from the food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-2+5
Standard Description: The large intestine absorbs water and forms waste to be excreted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-3
Standard Description: The excretory system includes those body parts that eliminate some kinds of wastes: kidneys, bladder, and urethra.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-3+1
Standard Description: The kidneys filter waste from the blood to form urine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-3+2
Standard Description: The bladder stores urine until it is ready to be excreted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5B
Cluster Name: Digestive and Excretory Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5B-3+3
Standard Description: The urethra is the tube through which urine exits the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-1
Standard Description: A healthy lifestyle involves performing certain behaviors and avoiding other behaviors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-1+1
Standard Description: A healthy lifestyle includes eating nutritious foods and exercising regularly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-1+2
Standard Description: Avoiding too much sugar and fat can help prevent health problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-1+3
Standard Description: Regular exercise is important to keep your body fit and healthy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-2
Standard Description: The body needs specific foods, vitamins, and minerals in certain quantities to function properly.  Organizations make recommendations about what nutrients people need to stay healthy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-2+1
Standard Description: The body needs a variety of foods to get all the nutrients it needs to stay healthy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-2+2
Standard Description: Vitamins and minerals are important for keeping the body strong and helping it heal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-2+3
Standard Description: Organizations like MyPlate help people understand how much of each type of food they should eat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-3
Standard Description: Vaccinations can help protect health.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-3+1
Standard Description: Vaccines help protect the body from certain diseases by teaching the immune system to fight off germs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-3+2
Standard Description: A vaccine is usually given as a shot and helps the body build defenses against specific viruses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: CKSci-G2-5
Unit Name: The Human Body: Cells and Digestion
Cluster ID: CKSci-G2-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G2-5C-3+3
Standard Description: Vaccinations have made some diseases, like polio, very rare in many parts of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 2-ESS1-1
Standard Description: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include quantitative measurements of timescales

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 2-ESS2-1
Standard Description: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 2-ESS2-2
Standard Description: Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include quantitative scaling in models

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 2-ESS2-3
Standard Description: Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ETS
Unit Name: Engineering, Technology, and Applications of Science
Cluster ID: ETS1
Cluster Name: Engineering Design
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: K-2-ETS1-1
Standard Description: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ETS
Unit Name: Engineering, Technology, and Applications of Science
Cluster ID: ETS1
Cluster Name: Engineering Design
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: K-2-ETS1-2
Standard Description: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: ETS
Unit Name: Engineering, Technology, and Applications of Science
Cluster ID: ETS1
Cluster Name: Engineering Design
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: K-2-ETS1-3
Standard Description: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS2
Cluster Name: Ecosystems: Interactions, Energy, and Dynamics
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 2-LS2-1
Standard Description: Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to testing one variable at a time

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS2
Cluster Name: Ecosystems: Interactions, Energy, and Dynamics
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 2-LS2-2
Standard Description: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS4
Cluster Name: Biological Evolution: Unity and Diversity
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 2-LS4-1
Standard Description: Make observations of plants and animals to compare the diversity of life in different habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include specific animal and plant names in specific habitats

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS1
Cluster Name: Matter and its Interactions
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 2-PS1-1
Standard Description: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS1
Cluster Name: Matter and its Interactions
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 2-PS1-2
Standard Description: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment of quantitative measurements is limited to length.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS1
Cluster Name: Matter and its Interactions
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 2-PS1-3
Standard Description: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 2nd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS1
Cluster Name: Matter and its Interactions
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 2-PS1-4
Standard Description: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: CKSci-G3-1A-1
Standard Description: A force is a push or a pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-1+1
Standard Description: A force is a push or a pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-1+2
Standard Description: Forces can change an object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-1+3
Standard Description: Forces can cause objects to start moving, stop moving, or change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKSci-G3-1A-2
Standard Description: Forces can cause changes in an object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-2+1
Standard Description: Forces can cause objects to start moving, stop moving, or change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-2+2
Standard Description: Unbalanced forces cause changes in an object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-2+3
Standard Description: Balanced forces do not change an object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKSci-G3-1A-3
Standard Description: Forces can change an object's direction and speed, sometimes starting or stopping the object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-3+1
Standard Description: Forces can change an object's speed and direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-3+2
Standard Description: Forces can start or stop an object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-3+3
Standard Description: The direction of an object's motion can be changed by applying a force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKSci-G3-1A-4
Standard Description: Gravity is a force that pulls objects toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-4+1
Standard Description: Gravity is a force that pulls objects toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-4+2
Standard Description: Earth's gravity pulls objects toward the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-4+3
Standard Description: Gravity acts on all objects, pulling them downward.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKSci-G3-1A-5
Standard Description: Forces on an object may be balanced or unbalanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-5+1
Standard Description: Balanced forces do not change an object's motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-5+2
Standard Description: Unbalanced forces cause an object to change speed or direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-5+3
Standard Description: Forces on an object can be balanced or unbalanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKSci-G3-1A-6
Standard Description: If an object is at rest the forces acting on it are balanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-6+1
Standard Description: When an object is at rest, the forces acting on it are balanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-6+2
Standard Description: Balanced forces mean that forces are acting equally on the object from different directions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1A
Cluster Name: Forces and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1A-6+3
Standard Description: The net force on an object at rest is zero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKSci-G3-1B-1
Standard Description: Friction is a force that occurs when objects rub against each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-1+1
Standard Description: Friction is a force that happens when two surfaces rub against each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-1+2
Standard Description: Friction can stop or slow down motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-1+3
Standard Description: Rough surfaces create more friction than smooth surfaces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKSci-G3-1B-2
Standard Description: Friction opposes motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-2+1
Standard Description: Friction is a force that works against the movement of objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-2+2
Standard Description: When two surfaces are in contact, friction can stop or slow down their motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-2+3
Standard Description: Friction can keep an object at rest by opposing potential motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKSci-G3-1B-3
Standard Description: Friction can create heat (for example, rubbing hands together).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-3+1
Standard Description: Friction can create heat when two surfaces rub against each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-3+2
Standard Description: The longer and harder two surfaces are rubbed together, the more heat is produced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-3+3
Standard Description: Friction can make surfaces feel warm after rubbing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKSci-G3-1B-4
Standard Description: Friction can be helpful (bicycle brakes) or harmful (as in automobile engines).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-4+1
Standard Description: Friction can be helpful by slowing down or stopping moving objects, like bicycle brakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-4+2
Standard Description: Friction can be harmful by causing wear and tear on moving parts, like in automobile engines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-4+3
Standard Description: Friction is used in everyday life to control motion and prevent slipping.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKSci-G3-1B-5
Standard Description: Lubricants reduce friction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-5+1
Standard Description: Lubricants are substances that reduce friction between surfaces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-5+2
Standard Description: Using lubricants makes surfaces more slippery, allowing objects to move more smoothly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1B
Cluster Name: The Force of Friction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1B-5+3
Standard Description: Common lubricants include grease and oil, which help machine parts last longer by reducing wear and tear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1C
Cluster Name: Predicting Motion
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKSci-G3-1C-1
Standard Description: If an object moves in regular patterns, we can predict the object's future motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1C
Cluster Name: Predicting Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1C-1+1
Standard Description: Objects that move in regular patterns allow us to predict their future motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1C
Cluster Name: Predicting Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1C-1+2
Standard Description: Patterns of motion can be observed and measured to predict future motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1C
Cluster Name: Predicting Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1C-1+3
Standard Description: Gravity and friction are forces that affect the motion of objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1C
Cluster Name: Predicting Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1C-1+4
Standard Description: Regular patterns of motion, like a pendulum's swing, repeat over and over, making them predictable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1C
Cluster Name: Predicting Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1C-1+5
Standard Description: Understanding the forces acting on an object, such as gravity and friction, helps in predicting its motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKSci-G3-1D-1
Standard Description: Magnetism is a force that can push or pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-1+1
Standard Description: Magnetism is a force that can push or pull on some materials without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-1+2
Standard Description: Objects affected by magnets do not have to be touching the magnets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-1+3
Standard Description: Magnetism acts across a distance, meaning objects do not have to be touching to be affected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKSci-G3-1D-2
Standard Description: Only certain metals can be or become magnetic or be affected by magnetism (for example, iron).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-2+1
Standard Description: Only certain metals, like iron, nickel, and cobalt, can be attracted to magnets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-2+2
Standard Description: Most metals, such as aluminum and copper, are not affected by magnets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-2+3
Standard Description: Objects that can be attracted by a magnet usually contain one of the magnetic metals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKSci-G3-1D-3
Standard Description: The strength of a magnetic force depends on the distance between the magnet and the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-3+1
Standard Description: The strength of a magnetic force decreases as the distance between the magnet and the object increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-3+2
Standard Description: When magnets are closer together, the magnetic force between them is stronger.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-3+3
Standard Description: Magnetic forces can act over a distance without direct contact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKSci-G3-1D-4
Standard Description: Unlike poles (north and south) attract; like poles repel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-4+1
Standard Description: Every magnet has two poles: a north pole and a south pole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-4+2
Standard Description: Opposite poles of magnets attract each other, meaning they pull toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-4+3
Standard Description: Like poles of magnets repel each other, meaning they push away from each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKSci-G3-1D-5
Standard Description: People use magnets to solve problems (e.g., refrigerator magnets, cabinet locks, maglev trains).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-5+1
Standard Description: Magnets are used in everyday items to solve problems, like holding notes on a refrigerator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-5+2
Standard Description: Maglev trains use magnets to float above tracks, reducing friction and allowing for smooth travel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-1
Unit Name: Investigating Forces
Cluster ID: CKSci-G3-1D
Cluster Name: The Force of Magnetism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-1D-5+3
Standard Description: Magnetic clasps make it easy to fasten jewelry by pulling the ends together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKSci-G3-2A-1
Standard Description: Life cycles are the patterns of changes that organisms go through during their lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-1+1
Standard Description: All organisms go through stages in their life called a life cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-1+2
Standard Description: The life cycle includes birth, growth, reproduction, and death.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-1+3
Standard Description: Different organisms have unique life cycles, but they all share these common stages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKSci-G3-2A-2
Standard Description: Different organisms have different life cycles, but all life cycles share common stages: birth, growth, reproduction, death.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-2+1
Standard Description: Different organisms have unique life cycles, but all life cycles include birth, growth, reproduction, and death.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-2+2
Standard Description: The stages of life cycles are common across different organisms, even though the details may vary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKSci-G3-2A-3
Standard Description: The life cycle of a typical flowering plant: birth (germination of seed) > growth > reproduction (flowering) > death

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-3+1
Standard Description: A flowering plant's life cycle starts with germination, where a seed begins to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-3+2
Standard Description: During growth, the plant makes its own food using sunlight and becomes larger.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-3+3
Standard Description: Reproduction occurs when the plant flowers and produces seeds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-3+4
Standard Description: The life cycle ends with the plant's death, but the seeds can start a new cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKSci-G3-2A-4
Standard Description: Metamorphosis is the process some animals go through involving a great change in form in becoming an adult, such as a butterfly (egg, larva, pupa, adult) and frog (egg, tadpole, adult).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-4+1
Standard Description: Metamorphosis is a process where some animals undergo a significant change in form as they grow into adults.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-4+2
Standard Description: Butterflies experience metamorphosis, starting as eggs, then becoming caterpillars (larvae), forming a chrysalis (pupa), and finally emerging as adult butterflies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2A
Cluster Name: Organisms Have Life Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2A-4+3
Standard Description: Frogs also undergo metamorphosis, beginning as eggs, hatching into tadpoles, and transforming into adult frogs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKSci-G3-2B-1
Standard Description: An organism is any individual life form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-1+1
Standard Description: An organism is any individual life form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-1+2
Standard Description: Organisms have traits that can be observed, such as structures, functions, and behaviors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-1+3
Standard Description: Traits are characteristics of living things that can vary among individuals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: CKSci-G3-2B-2
Standard Description: A community of organisms of the same species within an ecosystem is a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-2+1
Standard Description: A population is a group of organisms of the same species living in the same place at the same time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-2+2
Standard Description: Populations of different species can live together in the same ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-2+3
Standard Description: Populations interact with each other and with nonliving things in their ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: CKSci-G3-2B-3
Standard Description: Traits can vary to help certain individuals survive and reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: CKSci-G3-2B-3+1
Standard Description: Organisms are divided into species, which share specific traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+1+1
Standard Description: Species are groups of organisms that look similar and can reproduce together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+1+2
Standard Description: Organisms within a species share specific traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+1+3
Standard Description: Different species have distinct traits that set them apart from each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: CKSci-G3-2B-3+2
Standard Description: Traits are the characteristics of living things, including structures, functions, and behaviors; traits we can observe are called physical traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+2+1
Standard Description: Traits are characteristics of living things that include structures, functions, and behaviors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+2+2
Standard Description: Physical traits are observable features of an organism's body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+2+3
Standard Description: Traits help organisms survive and interact with their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: CKSci-G3-2B-3+3
Standard Description: Offspring and siblings generally look like, but are not identical to, their parents or one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+3+1
Standard Description: Offspring inherit traits from their parents, making them look similar but not identical.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+3+2
Standard Description: Siblings share traits from the same parents but can look different from each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+3+3
Standard Description: Traits can vary among siblings, leading to differences in appearance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 28.0
Standard ID: CKSci-G3-2B-3+4
Standard Description: Inheritance is the passing of traits from parents to offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+4+1
Standard Description: Inheritance is the process by which traits are passed from parents to their offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+4+2
Standard Description: Traits inherited from parents make offspring look similar to their parents but not exactly the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+4+3
Standard Description: Inheritance allows for variations in traits among siblings, making each individual unique.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 29.0
Standard ID: CKSci-G3-2B-3+5
Standard Description: A population is a group of organisms of the same species that live in the same area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+5+1
Standard Description: A population is a group of organisms of the same species living in the same place at the same time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+5+2
Standard Description: Populations can vary in traits among individuals, even though they are the same species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+5+3
Standard Description: Populations interact with each other and their environment within an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CKSci-G3-2B-3+6
Standard Description: Variations are the differences among specific traits in a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+6+1
Standard Description: Variations are differences in traits among individuals in a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+6+2
Standard Description: These differences can help some individuals survive better than others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2B
Cluster Name: Organisms Have Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2B-3+6+3
Standard Description: Traits that help individuals survive are more likely to be passed on to the next generation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: 31.0
Standard ID: CKSci-G3-2C-1
Standard Description: The environment can influence an organism's traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-1+1
Standard Description: The environment can change the color of a flamingo's feathers based on what they eat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-1+2
Standard Description: An animal's weight can vary due to its environment, such as the amount of food it receives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-1+3
Standard Description: The environment can affect both the physical traits and behaviors of living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: 32.0
Standard ID: CKSci-G3-2C-2
Standard Description: The environment can affect all stages of an organism's life cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-2+1
Standard Description: The environment can change the availability of food and water for organisms at different stages of their life cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-2+2
Standard Description: Changes in the environment can affect the growth and survival of organisms throughout their life cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-2+3
Standard Description: Environmental conditions like temperature and rainfall can influence the development and reproduction of organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: 33.0
Standard ID: CKSci-G3-2C-3
Standard Description: Cause and effect relationships exist between populations and their ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-3+1
Standard Description: Overpopulation in an ecosystem can lead to a shortage of resources, causing some animals to starve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-3+2
Standard Description: Human activities, like cutting down trees, can quickly change ecosystems and affect the animals living there.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2C
Cluster Name: The Environment Affects Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2C-3+3
Standard Description: Natural events, such as red tides, can disrupt ecosystems by depleting oxygen and harming marine life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: 34.0
Standard ID: CKSci-G3-2D-1
Standard Description: In a changing environment, some traits help some living things (advantageous) while other traits do not help (disadvantageous).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2D-1+1
Standard Description: Some traits help living things survive better in their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2D-1+2
Standard Description: Traits that help an organism survive are called advantageous traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2D-1+3
Standard Description: In a changing environment, advantageous traits can help organisms survive and reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: 35.0
Standard ID: CKSci-G3-2D-2
Standard Description: Some individuals in a population may reproduce more successfully than others if their traits help them thrive in their specific environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2D-2+1
Standard Description: Some individuals in a population have traits that help them survive better in their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2D-2+2
Standard Description: These individuals are more likely to reproduce and pass on their traits to the next generation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-2
Unit Name: Life Cycles, Traits, and Variations
Cluster ID: CKSci-G3-2D
Cluster Name: Advantages of Specific Traits
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-2D-2+3
Standard Description: Over time, the traits that help survival become more common in the population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: 36.0
Standard ID: CKSci-G3-3A-1
Standard Description: Living things are adapted to the environment in which they live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-1+1
Standard Description: Living things have adaptations that help them survive in their habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-1+2
Standard Description: An adaptation is a body part or behavior that helps a living thing survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-1+3
Standard Description: Adaptations can include physical traits like a duck's webbed feet for swimming or a giraffe's long neck for reaching leaves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-1+4
Standard Description: Adaptations help organisms get food, stay safe, and reproduce in their environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: 37.0
Standard ID: CKSci-G3-3A-2
Standard Description: Adaptations promote survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-2+1
Standard Description: Adaptations are traits that help living things survive in their environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-2+2
Standard Description: These traits can be physical, like a giraffe's long neck, or behavioral, like a bird's migration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-2+3
Standard Description: Adaptations give organisms advantages in getting food, staying safe, and reproducing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-2+4
Standard Description: For example, a cactus has spines to protect it from being eaten and to conserve water in the desert.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: 38.0
Standard ID: CKSci-G3-3A-3
Standard Description: Organisms have traits that indicate they are adapted to live in their environment and are able to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-3+1
Standard Description: Organisms have traits that help them survive in their environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-3+2
Standard Description: These traits can be physical, like a bird's beak shape, or behavioral, like a wolf's hunting strategy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-3+3
Standard Description: Traits that help an organism survive are more likely to be passed down to the next generation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-3+4
Standard Description: For example, a bird with a strong beak can crack hard seeds, giving it an advantage in its environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: 39.0
Standard ID: CKSci-G3-3A-4
Standard Description: Organisms have adaptations to specific habitats: tundra, seashore, desert, underground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-4+1
Standard Description: Organisms have specific adaptations that help them survive in different habitats like tundra, seashore, desert, and underground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-4+2
Standard Description: In the tundra, animals like the arctic hare have thick fur to keep warm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-4+3
Standard Description: In deserts, plants like cacti store water to survive the dry conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-4+4
Standard Description: Seashore animals, like crabs, have hard shells to protect themselves from predators and harsh conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-4+5
Standard Description: Underground animals, like moles, have strong claws for digging and navigating through soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: CKSci-G3-3A-5
Standard Description: Some animals form groups to help them survive in their habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-5+1
Standard Description: Some animals form groups to help them survive in their habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-5+2
Standard Description: Living in groups can help animals find food more easily.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-5+3
Standard Description: Groups can provide protection from predators.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3A
Cluster Name: Living Things and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3A-5+4
Standard Description: Animals in groups often have specific roles that help the group function, like hunting or keeping watch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: 41.0
Standard ID: CKSci-G3-3B-1
Standard Description: An ecosystem is all the biotic and abiotic factors in a specific environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-1+1
Standard Description: An ecosystem includes all the living (biotic) and nonliving (abiotic) things in a specific environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-1+2
Standard Description: Biotic factors in an ecosystem include plants, animals, and microorganisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-1+3
Standard Description: Abiotic factors in an ecosystem include sunlight, water, air, and soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-1+4
Standard Description: Ecosystems are places where living things interact with each other and their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: 42.0
Standard ID: CKSci-G3-3B-2
Standard Description: Ecosystems undergo natural and human-induced changes over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-2+1
Standard Description: Ecosystems can change due to natural events like fires, floods, and earthquakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-2+2
Standard Description: Human activities, such as building roads and cutting down trees, can also change ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-2+3
Standard Description: Changes in ecosystems can happen quickly or slowly over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-2+4
Standard Description: When ecosystems change, some living things may have to move or adapt to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: 43.0
Standard ID: CKSci-G3-3B-3
Standard Description: When an ecosystem changes, some organisms survive while others may not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-3+1
Standard Description: When an ecosystem changes, some living things may not be able to meet their needs and may have to move or die.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-3+2
Standard Description: If the change in a habitat is widespread and lasts a long time, an entire species may be in danger of extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-3+3
Standard Description: A species becomes extinct when all of its members die because they cannot adapt to the new habitat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: 45.0
Standard ID: CKSci-G3-3B-4
Standard Description: Humans can cause threats to the environment (e.g., air pollution: emissions, smog; water pollution: industrial waste, runoff from farming).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-4+1
Standard Description: Humans can cause air pollution by releasing emissions and smog into the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-4+2
Standard Description: Water pollution can occur when industrial waste and runoff from farming enter water bodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-4+3
Standard Description: Pollution from human activities can make environments unsafe for plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: 46.0
Standard ID: CKSci-G3-3B-5
Standard Description: Debate the merits of solutions for reconstructing an ecosystem after a significant environmental change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-5+1
Standard Description: After an environmental change, people can propose solutions to help restore the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-5+2
Standard Description: Solutions should be evaluated based on how well they meet the needs of the environment and the organisms living there.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3B
Cluster Name: Ecosystems and Environmental Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3B-5+3
Standard Description: Different solutions may have different effects on plants and animals, and it's important to consider these effects when choosing a solution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: 47.0
Standard ID: CKSci-G3-3C-1
Standard Description: Fossils: Scientists analyze and interpret fossils (e.g., bones, amber, traces, impressions) for evidence of how organisms and environments have changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-1+1
Standard Description: Fossils are remains or traces of ancient living things preserved in rock.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-1+2
Standard Description: Scientists study fossils to learn about organisms and environments from the past.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-1+3
Standard Description: Fossils show that some habitats were different in the past than they are today.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-1+4
Standard Description: Fossils provide evidence that many kinds of living things that once existed are now extinct.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: 48.0
Standard ID: CKSci-G3-3C-2
Standard Description: As a past environment changed, so did the organisms that continue to live there (e.g., coral reefs, grasslands).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-2+1
Standard Description: As environments change, the organisms living there must adapt to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-2+2
Standard Description: Some organisms can survive well in a changed environment, while others may struggle or not survive at all.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-2+3
Standard Description: Organisms have traits that help them live in their environment, and these traits may need to change if the environment changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: 49.0
Standard ID: CKSci-G3-3C-3
Standard Description: Many organisms that once existed are now extinct.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-3+1
Standard Description: Extinction occurs when all members of a species die out.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-3+2
Standard Description: Many organisms that once lived on Earth are now extinct.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-3+3
Standard Description: Extinct species include dinosaurs, woolly mammoths, and mastodons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-3
Unit Name: Habitats and Change
Cluster ID: CKSci-G3-3C
Cluster Name: Evidence of How Organisms and Environments Have Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-3C-3+4
Standard Description: Changes in habitats over time can lead to extinction if species cannot adapt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: CKSci-G3-4A-1
Standard Description: Air is a mixture of gases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-1+1
Standard Description: Air is a mixture of gases, primarily nitrogen and oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-1+2
Standard Description: Air contains small amounts of other gases like water vapor and carbon dioxide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-1+3
Standard Description: The gases in the air are held close to Earth by gravity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 51.0
Standard ID: CKSci-G3-4A-2
Standard Description: Air is matter and takes up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-2+1
Standard Description: Air is matter because it has mass and takes up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-2+2
Standard Description: You cannot see air, but you can feel it as wind.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-2+3
Standard Description: Blowing up a balloon shows that air takes up space inside.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 52.0
Standard ID: CKSci-G3-4A-3
Standard Description: The most common gases in the atmosphere are nitrogen and oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-3+1
Standard Description: The most common gases in the atmosphere are nitrogen and oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-3+2
Standard Description: Nitrogen makes up about 78% of the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-3+3
Standard Description: Oxygen makes up about 21% of the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 53.0
Standard ID: CKSci-G3-4A-4
Standard Description: The atmosphere grows thinner as you move upward from Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-4+1
Standard Description: The atmosphere grows thinner as you move upward from Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-4+2
Standard Description: Air pressure decreases with altitude because there is less air above to press down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-4+3
Standard Description: At higher altitudes, the air is less dense, meaning there are fewer air particles in a given volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 54.0
Standard ID: CKSci-G3-4A-5
Standard Description: Air pressure is the weight of air in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-5+1
Standard Description: Air pressure is the weight of air pressing on objects below or within it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-5+2
Standard Description: Gravity pulls air down toward Earth's surface, creating pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-5+3
Standard Description: Air pressure decreases as you move higher in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 55.0
Standard ID: CKSci-G3-4A-6
Standard Description: Humidity is the amount of water vapor in the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-6+1
Standard Description: Humidity is the measure of how much water vapor is in the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-6+2
Standard Description: Water vapor in the air comes from the evaporation of water on Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-6+3
Standard Description: Humidity can vary, with some places having more water vapor in the air than others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 56.0
Standard ID: CKSci-G3-4A-7
Standard Description: Evaporation is the sun's energy changing liquid water to gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-7+1
Standard Description: Evaporation is the process where the sun's energy changes liquid water into gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-7+2
Standard Description: Water vapor rises into the atmosphere after evaporation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-7+3
Standard Description: Evaporation is a key part of the water cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 57.0
Standard ID: CKSci-G3-4A-8
Standard Description: Condensation of water vapor in the atmosphere forms clouds and fog.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-8+1
Standard Description: Condensation is the process where water vapor in the air cools and changes back into liquid water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-8+2
Standard Description: Clouds form when water vapor condenses into tiny droplets or ice crystals in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-8+3
Standard Description: Fog is a type of cloud that forms close to the ground when air is humid and cool enough for moisture to condense.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: 58.0
Standard ID: CKSci-G3-4A-9
Standard Description: Precipitation is water that falls from clouds, such as rain, snow, sleet, or hail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-9+1
Standard Description: Precipitation is water that falls from clouds to the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-9+2
Standard Description: Precipitation can be in the form of rain, snow, sleet, or hail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4A
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4A-9+3
Standard Description: The type of precipitation depends on the air temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: 59.0
Standard ID: CKSci-G3-4B-1
Standard Description: Energy from the sun warms Earth unevenly, which creates areas of warm air (lower air pressure) and areas of cool air (higher air pressure).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-1+1
Standard Description: The sun's energy warms Earth's surface unevenly, causing some areas to be warmer than others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-1+2
Standard Description: Warm air rises because it is less dense, creating areas of lower air pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-1+3
Standard Description: Cool air sinks because it is denser, creating areas of higher air pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: CKSci-G3-4B-2
Standard Description: Winds are the result of air moving from areas of high air pressure to areas of low air pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-2+1
Standard Description: Wind is the movement of air from areas of high pressure to areas of low pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-2+2
Standard Description: High-pressure air moves toward low-pressure areas, creating wind.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: 61.0
Standard ID: CKSci-G3-4B-3
Standard Description: Prevailing winds are regular patterns of wind flow across Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-3+1
Standard Description: Prevailing winds are regular patterns of wind that blow mainly from one direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4B
Cluster Name: Wind: The Movement of Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4B-3+2
Standard Description: These winds help scientists predict weather patterns by moving clouds and air masses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: 62.0
Standard ID: CKSci-G3-4C-1
Standard Description: Weather is the conditions in the lowest layer of the atmosphere at a specific time and place. Weather conditions vary from place to place and over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-1+1
Standard Description: Weather is the conditions in the lowest layer of the atmosphere at a specific time and place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-1+2
Standard Description: Weather conditions can change from one place to another and over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-1+3
Standard Description: Weather includes sunlight, wind, rain, and temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: 63.0
Standard ID: CKSci-G3-4C-2
Standard Description: Meteorologists are scientists who study weather and climate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-2+1
Standard Description: Meteorologists are scientists who study weather conditions and patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-2+2
Standard Description: They collect data about weather using various tools.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-2+3
Standard Description: Meteorologists use data to predict weather in the near future.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: 64.0
Standard ID: CKSci-G3-4C-3
Standard Description: Climate is the pattern of weather conditions in a large area over a long time. Climate varies from place to place. Climate in one location varies over a year's time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-3+1
Standard Description: Climate is the pattern of weather conditions in a large area over a long time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-3+2
Standard Description: Climate varies from place to place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-3+3
Standard Description: Climate in one location can change over a year's time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: 65.0
Standard ID: CKSci-G3-4C-4
Standard Description: Climatologists are scientists who study long-term weather data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-4+1
Standard Description: Climatologists are scientists who study long-term weather data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-4+2
Standard Description: They analyze patterns in climate data over many years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4C
Cluster Name: Weather and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4C-4+3
Standard Description: Climatologists use this data to understand climate changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: 66.0
Standard ID: CKSci-G3-4D-1
Standard Description: Storms: high winds, heavy rains, lightning, thunder

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-1+1
Standard Description: Storms can bring high winds, heavy rains, lightning, and thunder.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-1+2
Standard Description: Flooding can happen during and after storms, causing water to cover land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-1+3
Standard Description: Storms can be dangerous and cause damage to homes and nature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-1+4
Standard Description: People can use warning systems to know when a storm is coming and stay safe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-1+5
Standard Description: Building strong structures and using tools like lightning rods can help reduce damage from storms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: 67.0
Standard ID: CKSci-G3-4D-2
Standard Description: Extreme weather events: tornadoes, hurricanes, blizzards, drought

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-2+1
Standard Description: Tornadoes are rotating columns of air that move over land and can destroy anything in their path.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-2+2
Standard Description: Hurricanes are large storms that form over the ocean and bring heavy rain, large waves, and high winds when they reach land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-2+3
Standard Description: Blizzards are winter storms with heavy snow and strong winds, making it difficult to travel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-2+4
Standard Description: Droughts are long periods of dry weather that can cause water shortages and affect crops.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: 68.0
Standard ID: CKSci-G3-4D-3
Standard Description: Flooding can occur during and after storms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-3+1
Standard Description: Flooding can happen during and after storms when heavy rain causes water to cover land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-3+2
Standard Description: Floods can be powerful enough to wash away cars and cover roads.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-3+3
Standard Description: Flooding can damage homes and make it difficult for people to travel safely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: 69.0
Standard ID: CKSci-G3-4D-4
Standard Description: Extreme weather conditions can endanger people and cause destruction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-4+1
Standard Description: Extreme weather conditions can happen suddenly and create dangerous situations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-4+2
Standard Description: These conditions can threaten people's safety and cause damage to homes and nature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-4+3
Standard Description: It is important to plan for extreme weather events even though they do not occur often.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: CKSci-G3-4D-5
Standard Description: People can plan and take steps to reduce damage and avoid danger from weather hazards (e.g., levees, warning systems, lightning rods, and special buildings).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-5+1
Standard Description: People can use weather forecasts to plan and stay safe during severe weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-5+2
Standard Description: Building strong shelters can protect people from severe storms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-4
Unit Name: Weather and Climate
Cluster ID: CKSci-G3-4D
Cluster Name: Reducing the Impact of Hazardous Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-4D-5+3
Standard Description: Early-warning systems alert people to approaching weather hazards, allowing them to take safety measures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5A
Cluster Name: The Muscular System
Lesson Name: *None specified*
Lesson Order: 71.0
Standard ID: CKSci-G3-5A-1
Standard Description: Muscles: involuntary and voluntary muscles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5A
Cluster Name: The Muscular System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5A-1+1
Standard Description: Muscles are soft body tissues that contract and relax to produce movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5A
Cluster Name: The Muscular System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5A-1+2
Standard Description: Voluntary muscles are those that you can control, like the muscles in your arms and legs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5A
Cluster Name: The Muscular System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5A-1+3
Standard Description: Involuntary muscles work without you thinking about them, like the heart muscle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5A
Cluster Name: The Muscular System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5A-1+4
Standard Description: Skeletal muscles, which are voluntary, attach to bones and help move the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5A
Cluster Name: The Muscular System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5A-1+5
Standard Description: Involuntary muscles also line organs like the stomach and intestines, helping move food through the digestive system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 72.0
Standard ID: CKSci-G3-5B-1
Standard Description: Skeleton, bones, marrow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 73.0
Standard ID: CKSci-G3-5B-1+1
Standard Description: Skull; cranium; spinal column; vertebrae

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+1+1
Standard Description: The skull is a bone that surrounds and protects the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+1+2
Standard Description: The cranium is the part of the skull that encloses the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+1+3
Standard Description: The spinal column is made up of small bones called vertebrae.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+1+4
Standard Description: Vertebrae protect the spinal cord, which is a bundle of nerves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 74.0
Standard ID: CKSci-G3-5B-1+2
Standard Description: Joints

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+2+1
Standard Description: Joints are places where bones connect and allow movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+2+2
Standard Description: Bones themselves do not bend, but joints let the body bend and move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 75.0
Standard ID: CKSci-G3-5B-1+3
Standard Description: Ribs; rib cage; sternum

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+3+1
Standard Description: The rib cage is a set of bones that protects the heart and lungs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+3+2
Standard Description: The sternum, or breastbone, is part of the rib cage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 76.0
Standard ID: CKSci-G3-5B-1+4
Standard Description: Scapula (shoulder blades); pelvis; tibia; fibula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+4+1
Standard Description: The scapula, or shoulder blade, helps connect the arm to the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+4+2
Standard Description: The pelvis is a set of bones that supports the spine and legs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+4+3
Standard Description: The tibia and fibula are the two bones in the lower leg.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 77.0
Standard ID: CKSci-G3-5B-1+5
Standard Description: Broken bones; x-rays

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+5+1
Standard Description: Bones can break, but they do not bend.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+5+2
Standard Description: Doctors use X-ray pictures to see if a bone is broken.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-1+5+3
Standard Description: A broken bone needs to be held in place to heal properly, often using a cast.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: 78.0
Standard ID: CKSci-G3-5B-2
Standard Description: Musculo-skeletal connections: ligaments, tendons, Achilles tendon, cartilage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-2+1
Standard Description: Ligaments are strong cords that connect bones to other bones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-2+2
Standard Description: Tendons connect muscles to bones, allowing movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-2+3
Standard Description: The Achilles tendon connects the calf muscle to the heel bone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5B
Cluster Name: The Skeletal System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5B-2+4
Standard Description: Cartilage is a softer tissue that cushions bones at joints.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: 79.0
Standard ID: CKSci-G3-5C-1
Standard Description: Brain: medulla, cerebellum, cerebrum, cerebral cortex

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-1+1
Standard Description: The brain is the control center of the body, managing both voluntary actions like moving and involuntary actions like breathing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-1+2
Standard Description: The cerebrum is the largest part of the brain, responsible for thinking and voluntary movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-1+3
Standard Description: The cerebellum helps with balance and coordination.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-1+4
Standard Description: The medulla controls automatic functions like heartbeat and breathing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-1+5
Standard Description: The cerebral cortex is the outer layer of the cerebrum, involved in complex thinking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: CKSci-G3-5C-2
Standard Description: Spinal cord, nerves, reflexes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-2+1
Standard Description: The spinal cord is a bundle of nerves that connects the brain to the rest of the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-2+2
Standard Description: Nerves branch out from the spinal cord to all parts of the body, carrying messages to and from the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5C
Cluster Name: The Nervous System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5C-2+3
Standard Description: Reflexes are quick, automatic actions that protect the body from harm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: 81.0
Standard ID: CKSci-G3-5D-1
Standard Description: Parts of the eye: cornea, iris and pupil, lens, retina, optic nerve

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-1+1
Standard Description: The cornea is the clear, outer layer at the front of the eye that helps focus light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-1+2
Standard Description: The iris is the colored part of the eye that controls the size of the pupil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-1+3
Standard Description: The pupil is the black opening in the iris that lets light into the eye.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-1+4
Standard Description: The lens is a clear part of the eye behind the iris that focuses light onto the retina.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-1+5
Standard Description: The retina is a layer at the back of the eye that senses light and sends signals to the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-1+6
Standard Description: The optic nerve carries signals from the retina to the brain, where they are interpreted as images.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: 82.0
Standard ID: CKSci-G3-5D-2
Standard Description: Farsighted and nearsighted vision

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-2+1
Standard Description: Nearsighted people can see objects clearly only if the objects are close to the eyes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-2+2
Standard Description: Farsighted people can see objects clearly only if the objects are not too close to the eyes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-2+3
Standard Description: Eyeglass lenses focus light properly on the retina so vision is clear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: 83.0
Standard ID: CKSci-G3-5D-3
Standard Description: Ways to help those with impaired vision include corrective lenses, assistive animals, and braille.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-3+1
Standard Description: Corrective lenses like eyeglasses and contact lenses help people see clearly by focusing light properly on the retina.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-3+2
Standard Description: Assistive animals, such as guide dogs, help people with impaired vision navigate their surroundings safely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5D
Cluster Name: Vision: How the Eye Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5D-3+3
Standard Description: Braille is a system of raised dots that allows blind individuals to read by touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: 84.0
Standard ID: CKSci-G3-5E-1
Standard Description: Sound as vibration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-1+1
Standard Description: Sound is a type of energy made by vibrations that move through air in waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-1+2
Standard Description: When an object vibrates, it creates a sound wave that travels through the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-1+3
Standard Description: The vibration of air particles reaches the eardrum, allowing us to hear sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: 85.0
Standard ID: CKSci-G3-5E-2
Standard Description: Outer ear, ear canal, eardrum

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-2+1
Standard Description: The outer ear and ear canal focus sound waves into the inside of the ear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-2+2
Standard Description: The eardrum is a thin piece of tissue that vibrates when sound waves hit it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-2+3
Standard Description: The eardrum's vibrations are passed to three tiny bones in the ear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: 86.0
Standard ID: CKSci-G3-5E-3
Standard Description: Three tiny bones (hammer, anvil, and stirrup) pass vibrations to the cochlea; auditory nerve

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-3+1
Standard Description: The three tiny bones in the ear are called the hammer, anvil, and stirrup.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-3+2
Standard Description: These bones pass vibrations from the eardrum to the cochlea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-3+3
Standard Description: The cochlea is a fluid-filled structure that helps to send sound signals to the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: 87.0
Standard ID: CKSci-G3-5E-4
Standard Description: Ways to help those with impaired hearing include sign language, cochlear implants, and other hearing aids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-4+1
Standard Description: Hearing aids are small devices worn inside the ear that make sounds louder for people with hearing loss.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-4+2
Standard Description: Cochlear implants are electronic devices implanted in the cochlea to help detect sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: CKSci-G3-5
Unit Name: The Human Body: Human Senses and Movement
Cluster ID: CKSci-G3-5E
Cluster Name: Hearing: How the Ear Works
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G3-5E-4+3
Standard Description: Sign language is a system of hand gestures used by deaf people to communicate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 3-ESS2-1
Standard Description: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 3-ESS2-2
Standard Description: Obtain and combine information to describe climates in different regions of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS3
Cluster Name: Earth and Human Activity
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 3-ESS3-1
Standard Description: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: ETS
Unit Name: Engineering, Technology, and Applications of Science
Cluster ID: ETS1
Cluster Name: Engineering Design
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 3-5-ETS1-1
Standard Description: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: ETS
Unit Name: Engineering, Technology, and Applications of Science
Cluster ID: ETS1
Cluster Name: Engineering Design
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 3-5-ETS1-2
Standard Description: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: ETS
Unit Name: Engineering, Technology, and Applications of Science
Cluster ID: ETS1
Cluster Name: Engineering Design
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 3-5-ETS1-3
Standard Description: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS1
Cluster Name: From Molecules to Organisms: Structures and Processes
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 3-LS1-1
Standard Description: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS2
Cluster Name: Ecosystems: Interactions, Energy, and Dynamics
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 3-LS2-1
Standard Description: Construct an argument that some animals form groups that help members survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS3
Cluster Name: Heredity: Inheritance and Variation of Traits
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 3-LS3-1
Standard Description: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS3
Cluster Name: Heredity: Inheritance and Variation of Traits
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 3-LS3-2
Standard Description: Use evidence to support the explanation that traits can be influenced by the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS4
Cluster Name: Biological Evolution: Unity and Diversity
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 3-LS4-1
Standard Description: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS4
Cluster Name: Biological Evolution: Unity and Diversity
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 3-LS4-2
Standard Description: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS4
Cluster Name: Biological Evolution: Unity and Diversity
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 3-LS4-3
Standard Description: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS4
Cluster Name: Biological Evolution: Unity and Diversity
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 3-LS4-4
Standard Description: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 3-PS2-1
Standard Description: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 3-PS2-2
Standard Description: Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include technical terms such as period and frequency

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 3-PS2-3
Standard Description: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 3rd Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 3-PS2-4
Standard Description: Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-1
Standard Description: Energy is the ability to cause change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-1+1
Standard Description: Energy is the ability to cause change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-1+2
Standard Description: Energy can be observed when things move, light up, or make sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-1+3
Standard Description: Whenever there is a change, energy is involved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-2
Standard Description: Energy has many forms, including mechanical, light, sound, thermal (heat), and electrical.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-2+1
Standard Description: Energy exists in many forms, including motion, light, sound, heat, and electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-2+2
Standard Description: Each form of energy can cause different types of changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-2+3
Standard Description: You can observe evidence of many forms of energy in everyday objects, like a spinning carousel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-3
Standard Description: Stored energy is the potential to cause change (holding a ball at a height, or the stored chemical energy of a battery).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-3+1
Standard Description: Stored energy is energy that has the ability to cause change at a later time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-3+2
Standard Description: A stretched rubber band has stored energy and can cause change when released.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1A
Cluster Name: Introduction to Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1A-3+3
Standard Description: Batteries store chemical energy that can be transformed into electrical energy to power devices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-1
Standard Description: All moving objects possess energy of motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-1+1
Standard Description: All moving objects have energy because they can cause changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-1+2
Standard Description: Energy is the ability to cause change, and moving objects can cause changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-2
Standard Description: The faster an object is moving, the greater its energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-2+1
Standard Description: The faster an object moves, the more energy it has.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-2+2
Standard Description: Greater speed results in greater changes, showing more energy of motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-3
Standard Description: People use motion energy to cause changes that accomplish useful tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-3+1
Standard Description: People use the energy of moving objects to perform tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1B
Cluster Name: Energy and Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1B-3+2
Standard Description: Motion energy can be used to cause changes, like driving a nail into wood with a hammer.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-1
Standard Description: Energy can be transferred. Sound is transferred from a faraway bell or siren. Light is transferred from the Sun to Earth. Thermal energy (heat) is transferred from a campfire to a camper.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-1+1
Standard Description: Energy can be transferred from place to place by sound, light, and heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-1+2
Standard Description: Sound energy can travel from a faraway bell or siren to our ears.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-1+3
Standard Description: Light energy from the Sun travels to Earth, allowing us to see and feel warmth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-1+4
Standard Description: Heat energy from a campfire can warm a camper sitting nearby.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-2
Standard Description: Electrical currents establish the energy that is then converted into sound, light, or thermal energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-2+1
Standard Description: Electrical currents can transfer energy from place to place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-2+2
Standard Description: Electrical energy can be converted into sound, light, or heat energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-2+3
Standard Description: Electric currents are used to produce motion, sound, heat, or light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-3
Standard Description: Hydroelectric power plants convert the energy of moving water into electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-3+1
Standard Description: Hydroelectric power plants use the energy of moving water to generate electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-3+2
Standard Description: Flowing water spins turbines, which are connected to generators that produce electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1C
Cluster Name: Energy Transfer
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1C-3+3
Standard Description: Hydroelectric power is a renewable energy source because it relies on the natural water cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1D
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1D-1
Standard Description: Moving objects transfer energy from place to place. When objects collide, the energy of motion can be transferred or transformed. In a collision, some energy is transferred from the objects to the air as sound or heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1D
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1D-1+1
Standard Description: When objects collide, energy can move from one object to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1D
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1D-1+2
Standard Description: Some energy from a collision can change into sound or heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1D
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1D-1+3
Standard Description: The energy of motion in one object can cause changes in another object during a collision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-1
Standard Description: One form of energy can be converted into another form of energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-1+1
Standard Description: Energy can change from one form to another, such as electrical energy transforming into heat energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-1+2
Standard Description: Devices like generators convert motion energy into electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-1+3
Standard Description: Energy transformations are used in devices to solve problems, like a flashlight converting stored energy in a battery to light energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-2
Standard Description: Many useful devices convert one form of energy into another. For example, toasters convert electrical energy to heat energy, and solar panels convert light energy to electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-2+1
Standard Description: Toasters change electrical energy into heat energy to toast bread.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-2+2
Standard Description: Solar panels transform sunlight into electrical energy to power devices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-1
Unit Name: Energy Transfer and Transformation
Cluster ID: CKSci-G4-1E
Cluster Name: Energy Transformation and Engineering
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-1E-2+3
Standard Description: Batteries store chemical energy and convert it into electrical energy when needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-1
Standard Description: Waves carry energy from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-1+1
Standard Description: Waves transfer energy from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-1+2
Standard Description: Energy moves through waves, but the objects in the path of the wave stay in the same place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-1+3
Standard Description: Waves can cause changes, such as moving objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-2
Standard Description: Waves are characterized by amplitude, frequency, and wavelength.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-2+1
Standard Description: Amplitude is the height of the wave from its middle to its peak.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-2+2
Standard Description: Frequency is how many wave crests pass a point in one second.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2A
Cluster Name: Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2A-2+3
Standard Description: Wavelength is the distance from one wave crest to the next.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-1
Standard Description: Sound waves transfer energy from one place to another and can cause changes (musical instruments, whale calls).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-1+1
Standard Description: Sound waves carry energy from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-1+2
Standard Description: When sound waves reach an object, they can cause it to move or change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-1+3
Standard Description: Musical instruments and whale calls are examples of how sound waves can cause changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-2
Standard Description: Sound waves are produced when objects vibrate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-2+1
Standard Description: Sound waves are created when objects vibrate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-2+2
Standard Description: Vibrations cause the air around them to move, creating sound waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-2+3
Standard Description: These sound waves travel through the air to our ears, allowing us to hear sounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-3
Standard Description: Sound waves can travel through most solids, liquids, and gases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-3+1
Standard Description: Sound waves can travel through solids, liquids, and gases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-3+2
Standard Description: Sound moves more quickly through liquids than gases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-3+3
Standard Description: Sound moves even more quickly through solids than liquids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-4
Standard Description: Properties of sound waves are pitch and intensity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-4+1
Standard Description: Pitch is how high or low a sound is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-4+2
Standard Description: The pitch of a sound is related to the frequency of the sound wave.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-4+3
Standard Description: Intensity, also known as volume, is how loud or soft a sound is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-5
Standard Description: Animals have specialized structures for detecting sound waves (the ears of bats, the lateral line in fish).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-5+1
Standard Description: Animals have special body parts to detect sound waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-5+2
Standard Description: Bats use their ears to hear high-pitched sounds that help them find food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2B
Cluster Name: Sound Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2B-5+3
Standard Description: Fish have a lateral line that helps them sense vibrations in the water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-1
Standard Description: Light waves transfer energy from one place to another and can cause changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-1+1
Standard Description: Light waves carry energy from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-1+2
Standard Description: When light waves hit an object, they can cause changes like heating the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-1+3
Standard Description: Light can travel through empty space and through some materials.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-2
Standard Description: Sources of light include the sun and electrical devices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-2+1
Standard Description: The sun is a natural source of light that gives off its own light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-2+2
Standard Description: Light bulbs are electrical devices that transform electrical energy into light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-2+3
Standard Description: Fire is a source of light that results from a chemical reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-3
Standard Description: Light waves can travel through empty space and through matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-3+1
Standard Description: Light waves can travel through empty space, which means they don't need air or any other matter to move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-3+2
Standard Description: Light waves can also travel through some materials like glass and water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-3+3
Standard Description: The ability of light to travel through different materials depends on how transparent the material is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-4
Standard Description: Light waves are characterized by amplitude, frequency, and wavelength.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-4+1
Standard Description: Light waves have amplitude, which is the height of the wave and affects brightness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-4+2
Standard Description: Frequency of light waves determines the color we see.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-4+3
Standard Description: Wavelength is the distance between wave crests and is related to the color of light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-5
Standard Description: Animals have specialized structures for detecting light (eyes of a hawk).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-5+1
Standard Description: Animals have eyes that detect light and help them see.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-5+2
Standard Description: Different animals have different types of eyes suited to their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2C
Cluster Name: Light Waves Transfer Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2C-5+3
Standard Description: Eyes help animals find food and avoid predators.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-1
Standard Description: Patterns of sound waves can transfer information (Morse code, drum signals).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-1+1
Standard Description: Sound waves can be used to send messages over distances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-1+2
Standard Description: Patterns of sound waves, like Morse code, can represent different letters or words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-1+3
Standard Description: Drum signals use patterns of sound to communicate messages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-2
Standard Description: Patterns of light waves can transfer information (smoke signals, ship-to-ship signals).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-2+1
Standard Description: Light waves can be used to send messages over distances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-2+2
Standard Description: Patterns of light waves, like those used in ship-to-ship signals, can represent different messages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-2+3
Standard Description: Smoke signals use patterns of light to communicate messages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-3
Standard Description: Sound and light waves can be converted to digital signals for information transfer (radio, television, cell phones).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-3+1
Standard Description: Digital signals are patterns of numbers that can be sent over long distances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-3+2
Standard Description: Cell phones use digital signals to send messages as patterns of 0s and 1s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-2
Unit Name: Investigating Waves
Cluster ID: CKSci-G4-2D
Cluster Name: People Use Waves to Transfer Information
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-2D-3+3
Standard Description: Digital signals can be sent over long distances using radio waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-1
Standard Description: Cells are the smallest unit of life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-1+1
Standard Description: Cells are the smallest unit of life and are responsible for carrying out vital functions for all organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-1+2
Standard Description: Collections of cells make up tissues, which then form organs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-1+3
Standard Description: Cells are essential for life as they perform necessary functions that support survival and growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-2
Standard Description: Unicellular organisms have only one cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-2+1
Standard Description: Unicellular organisms consist of only one cell that performs all necessary functions to stay alive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-2+2
Standard Description: These organisms are so small that you cannot see them without a microscope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-2+3
Standard Description: Examples of unicellular organisms include bacteria and certain types of algae.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-3
Standard Description: Multicellular organisms are made up of many cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-3+1
Standard Description: Multicellular organisms are made up of many cells that work together to keep the organism alive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-3+2
Standard Description: Each type of cell in a multicellular organism has a specific job, contributing to the organism's overall function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-3+3
Standard Description: Examples of multicellular organisms include plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-4
Standard Description: Cells make up tissues; tissues make up organs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-4+1
Standard Description: Cells group together to form tissues, which then combine to create organs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-4+2
Standard Description: Each organ is made up of different types of tissues that work together to perform specific functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-4+3
Standard Description: Examples of organs include the heart, stomach, and liver.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-5
Standard Description: Organs work together in organ systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-5+1
Standard Description: Organs work together in organ systems to perform specific functions necessary for survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-5+2
Standard Description: The digestive system, for example, includes organs like the stomach and intestines that work together to process food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-5+3
Standard Description: The respiratory system includes organs such as the lungs that work together to help organisms breathe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-6
Standard Description: Different structures work together in systems to support survival, growth, behavior, and reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-6+1
Standard Description: Different structures in living organisms work together in systems to support survival, growth, behavior, and reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-6+2
Standard Description: The heart and lungs in animals are examples of structures that work together to help the organism survive by circulating oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-6+3
Standard Description: In plants, roots and stems work together to transport water and nutrients, supporting growth and survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-7
Standard Description: At any level of organization, each internal and external structure of an organism reflects its function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-7+1
Standard Description: At every level of organization in living organisms, structures are designed to perform specific functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-7+2
Standard Description: The shape and arrangement of structures in organisms help them perform their roles effectively.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-7+3
Standard Description: For example, the structure of a bird's wings allows it to fly, and the structure of fish gills allows them to extract oxygen from water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-8
Standard Description: Different structures work together in systems to support survival (heart and lungs in many animals; roots and stems in many plants).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-8+1
Standard Description: Different structures in animals and plants work together in systems to support survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-8+2
Standard Description: In animals, the heart and lungs work together to circulate oxygen and remove carbon dioxide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-8+3
Standard Description: In plants, roots and stems work together to transport water and nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-9
Standard Description: Some animals form groups to help them survive in their habitat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-9+1
Standard Description: Some animals form groups to help them survive in their habitat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-9+2
Standard Description: Living in groups can provide safety in numbers, making it harder for predators to attack.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3A
Cluster Name: Structure Is Related to Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3A-9+3
Standard Description: Animals in groups often work together to find food and protect their young.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-1
Standard Description: Light enters through the eye after being reflected off objects. Structures in the eyes focus and receive the light. The optic nerve carries electrical signals to the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-1+1
Standard Description: Light reflects off objects and enters the eye through the pupil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-1+2
Standard Description: The lens inside the eye bends the light waves and directs them to the back of the eye.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-1+3
Standard Description: Special cells at the back of the eye transform light energy into electrical signals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-1+4
Standard Description: These signals travel along the optic nerve to the brain, which interprets them as images.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2
Standard Description: The outer ear captures sound waves. In the middle ear, sound waves hit the eardrum and are passed to three small bones. In the inner ear, vibrations move tiny hairs that create nerve signals. Auditory nerve sends signals to the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+1
Standard Description: The outer ear collects sound waves and funnels them into the ear canal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+2
Standard Description: Sound waves cause the eardrum to vibrate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+3
Standard Description: The vibrations from the eardrum are transferred to three tiny bones in the middle ear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+4
Standard Description: These bones amplify the sound vibrations and pass them to the cochlea in the inner ear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+5
Standard Description: The cochlea is filled with fluid that moves in response to the vibrations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+6
Standard Description: Tiny hair cells in the cochlea detect the fluid movement and convert it into electrical signals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3B
Cluster Name: The Structure and Function of the Eyes and Ears
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3B-2+7
Standard Description: These signals travel along the auditory nerve to the brain, which interprets them as sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-1
Standard Description: Stimulus is something that causes living tissue to respond.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-1+1
Standard Description: A stimulus is something that causes living tissue to respond.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-1+2
Standard Description: Living things, including plants and animals, respond to stimuli in their environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-1+3
Standard Description: The process of stimulus and response is a cause-and-effect relationship.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-2
Standard Description: Response is the reaction an organism has to a stimulus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-2+1
Standard Description: A response is the reaction an organism has to a stimulus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-2+2
Standard Description: Responses can be voluntary or involuntary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-2+3
Standard Description: Responses help organisms survive by allowing them to react to changes in their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-3
Standard Description: Organisms have sensory organs that detect different kinds of information about the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-3+1
Standard Description: Organisms have sensory organs that detect different kinds of information about the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-3+2
Standard Description: Sensory organs help organisms survive by gathering information about their surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-3+3
Standard Description: Different sensory organs are specialized to detect specific types of information, like light, sound, or smell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-4
Standard Description: In most animals, sensory organs transmit information to the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-4+1
Standard Description: In most animals, sensory organs transmit information to the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-4+2
Standard Description: The brain processes signals from sensory organs to help animals understand their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-4+3
Standard Description: This information helps animals decide how to respond to their surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-5
Standard Description: The brain processes this information as perceptions and stores them as memories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-5+1
Standard Description: The brain processes information from sensory organs as perceptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-5+2
Standard Description: These perceptions can be stored as memories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-5+3
Standard Description: Memories help organisms remember how to respond to similar stimuli in the future.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-6
Standard Description: Plants also respond to stimuli.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-6+1
Standard Description: Plants respond to stimuli like light, gravity, and touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-6+2
Standard Description: Plants can grow toward or away from stimuli, which is called tropism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-6+3
Standard Description: Tropisms help plants meet their needs for light, water, and nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-7
Standard Description: Response to stimuli helps survival, growth, reproduction, and behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-7+1
Standard Description: Responses to stimuli help organisms survive by allowing them to adapt to their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-7+2
Standard Description: Responses can influence growth, reproduction, and behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-3
Unit Name: Structures and Functions of Living Things
Cluster ID: CKSci-G4-3C
Cluster Name: Stimulus, Response, and Survival
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-3C-7+3
Standard Description: Organisms that respond effectively to stimuli are more likely to survive and reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-1
Standard Description: Geologists are scientists who study Earth's surface and its interior, and the processes that change it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-1+1
Standard Description: Geologists study Earth's surface and its interior to understand the processes that change it over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-1+2
Standard Description: Geologists use different kinds of maps to study patterns of Earth's features, such as mountains and volcanoes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-1+3
Standard Description: By studying rocks and rock layers, geologists can create models of what Earth was like in the past.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-2
Standard Description: Earth's layers: crust, mantle, outer core, and inner core.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-2+1
Standard Description: Earth is made up of layers: the crust, mantle, outer core, and inner core.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-2+2
Standard Description: The crust is the outermost layer where we live, and it is broken into plates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-2+3
Standard Description: The mantle lies beneath the crust and is made mostly of solid rock that can flow slowly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-2+4
Standard Description: The outer core is a layer of liquid metals, mainly iron and nickel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-2+5
Standard Description: The inner core is a solid ball of metal, mostly iron, under immense pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-3
Standard Description: Features of Earth's surface: mountains and ranges, seamounts and ocean trenches, volcanoes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-3+1
Standard Description: Mountains and ranges are large landforms that rise prominently above their surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-3+2
Standard Description: Seamounts are underwater mountains formed by volcanic activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-3+3
Standard Description: Ocean trenches are deep valleys in the ocean floor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-3+4
Standard Description: Volcanoes are openings in Earth's crust where magma emerges as lava.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-4
Standard Description: Geologists use maps to study patterns of Earth's changing surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-4+1
Standard Description: Geologists use maps to identify patterns in Earth's features, such as mountains and volcanoes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-4+2
Standard Description: Maps help geologists understand how Earth's surface changes over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4A
Cluster Name: Features of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4A-4+3
Standard Description: By analyzing maps, geologists can predict areas that might experience geological changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-1
Standard Description: Rocks and rock layers provide evidence of how Earth's surface has changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-1+1
Standard Description: Rocks and rock layers can show how Earth's surface has changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-1+2
Standard Description: Sedimentary rocks form in layers, which can tell us about Earth's past.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-1+3
Standard Description: Erosion and weathering can change the shape of Earth's surface over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-2
Standard Description: Geologists study evidence in rocks and rock layers to create models of what Earth was like in the past.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-2+1
Standard Description: Geologists study rocks and rock layers to understand Earth's history.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-2+2
Standard Description: By examining rock types and formations, geologists can infer past conditions on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-2+3
Standard Description: Patterns in rock layers help geologists create models of Earth's past landscapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-3
Standard Description: Rock classification: sedimentary, metamorphic, and igneous.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-3+1
Standard Description: Sedimentary rocks are formed from layers of sediment compacted together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-3+2
Standard Description: Igneous rocks are formed from cooled magma or lava.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-3+3
Standard Description: Metamorphic rocks are formed when existing rocks are changed by heat and pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-4
Standard Description: Fossils are often found in and among rock layers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-4+1
Standard Description: Fossils are often found in sedimentary rock layers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-4+2
Standard Description: The position of fossils in rock layers helps determine their age.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-4+3
Standard Description: Fossils provide clues about the organisms that lived in the past.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-5
Standard Description: Fossils provide evidence that Earth's surface has changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-5+1
Standard Description: Fossils show that different types of organisms lived on Earth in the past.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-5+2
Standard Description: The presence of marine fossils on mountains indicates that those areas were once underwater.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4B
Cluster Name: Evidence That Earth's Surface Has Changed Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4B-5+3
Standard Description: Fossils help scientists understand how Earth's surface has changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-1
Standard Description: Different processes create and break down different types of mountains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-1+1
Standard Description: Mountains can be created by different processes, such as when large parts of Earth's crust push against each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-1+2
Standard Description: Mountains can also be broken down by processes like weathering and erosion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-2
Standard Description: Mountains form when plates of Earth's surface press against one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-2+1
Standard Description: Mountains form when Earth's plates push against each other, causing the land to rise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-2+2
Standard Description: This process of mountain formation happens over a long period of time as the plates slowly move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-3
Standard Description: Weathering is the breaking down of rocks on Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-3+1
Standard Description: Weathering is the process of breaking down rocks into smaller pieces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-3+2
Standard Description: Water can cause weathering by seeping into cracks in rocks and freezing, which expands and breaks the rocks apart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-4
Standard Description: Agents of weathering: wind, water, ice, plants, and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-4+1
Standard Description: Wind can cause weathering by blowing sand and small particles against rocks, wearing them down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-4+2
Standard Description: Water is a powerful agent of weathering, breaking down rocks through processes like the freeze-thaw cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-4+3
Standard Description: Ice can cause weathering when it forms in cracks in rocks, expanding and breaking the rocks apart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-4+4
Standard Description: Plants can contribute to weathering by growing roots into cracks in rocks, causing them to break.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-4+5
Standard Description: Animals can cause weathering by burrowing and moving rocks and soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-5
Standard Description: Erosion: movement of rocks and soil primarily caused by wind, water, or glaciers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-5+1
Standard Description: Erosion is the process where rocks and soil are moved from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-5+2
Standard Description: Wind can cause erosion by blowing sand and small particles, moving them to new locations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-5+3
Standard Description: Water is a major cause of erosion, carrying away rocks and soil as it flows.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4C
Cluster Name: Processes that Change Earth's Surface
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4C-5+4
Standard Description: Glaciers can cause erosion by dragging rocks and soil as they move slowly over land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-1
Standard Description: Geologic events that can affect humans include earthquakes and tsunamis; volcanoes: ash clouds and lava flows; avalanches and mudslides.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-1+1
Standard Description: Earthquakes are sudden movements of the Earth's crust that can cause the ground to shake.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-1+2
Standard Description: Tsunamis are large ocean waves usually caused by underwater earthquakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-1+3
Standard Description: Volcanoes can erupt, releasing ash clouds and lava flows that can damage nearby areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-1+4
Standard Description: Avalanches and mudslides occur when large amounts of snow or mud move quickly down a slope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-2
Standard Description: People build hazard-resistant structures to prepare for possible danger.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-2+1
Standard Description: Buildings can be designed to resist damage from natural hazards like earthquakes and hurricanes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-2+2
Standard Description: Engineers use strong materials and specific designs to make structures safer during natural events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-2+3
Standard Description: Hazard-resistant structures can help protect people and property from natural disasters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-3
Standard Description: People use data and tools to predict disasters and minimize damage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-3+1
Standard Description: Scientists use data from instruments to predict when natural hazards like tsunamis will occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-3+2
Standard Description: Early warning systems can alert people to take action before a disaster strikes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-4
Unit Name: Processes That Shape Earth
Cluster ID: CKSci-G4-4D
Cluster Name: How Geologic Events Can Affect People
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-4D-3+3
Standard Description: Using data helps minimize damage by allowing people to prepare and respond quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-1
Standard Description: Humans use natural resources to provide energy for much of modern life (coal, oil, and gasoline).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-1+1
Standard Description: Humans use natural resources like coal, oil, and gasoline to provide energy for modern life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-1+2
Standard Description: Coal, oil, and gasoline are types of fossil fuels, which are nonrenewable resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-1+3
Standard Description: Fossil fuels are formed from the remains of ancient organisms and take millions of years to develop.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-2
Standard Description: Renewable resources can be replaced relatively quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-2+1
Standard Description: Renewable resources are natural resources that can be replenished quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-2+2
Standard Description: Examples of renewable resources include wind, sunlight, and flowing water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-2+3
Standard Description: Renewable resources are used for energy because they are not depleted when used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-3
Standard Description: Nonrenewable resources cannot be replaced quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-3+1
Standard Description: Nonrenewable resources, like fossil fuels, cannot be replaced quickly once they are used up.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-3+2
Standard Description: Fossil fuels, such as coal, oil, and natural gas, take millions of years to form from the remains of ancient organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-3+3
Standard Description: Once nonrenewable resources are used, they cannot be replenished within a human lifetime.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4
Standard Description: Renewable resources: wind energy; water behind dams; geothermal energy; sunlight; biofuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4+1
Standard Description: Renewable resources include wind energy, water behind dams, geothermal energy, sunlight, and biofuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4+2
Standard Description: Wind energy is harnessed using turbines that convert wind into electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4+3
Standard Description: Hydroelectric power is generated by using the energy of moving water, usually through a dam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4+4
Standard Description: Geothermal energy comes from heat within the Earth and can be used to produce electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4+5
Standard Description: Sunlight can be harnessed as solar energy to generate electricity or heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-4+6
Standard Description: Biofuels are renewable fuels made from the remains of recently living organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-5
Standard Description: Nonrenewable resources: fossil fuels (including coal, oil, and natural gas); nuclear fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-5+1
Standard Description: Nonrenewable resources include fossil fuels such as coal, oil, and natural gas, as well as nuclear fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-5+2
Standard Description: Fossil fuels are formed from the remains of ancient plants and animals over millions of years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5A
Cluster Name: Natural Resources: Renewable and Nonrenewable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5A-5+3
Standard Description: Nuclear fuels are used in power plants to produce energy through nuclear reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-1
Standard Description: Fuel: material burned to produce heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-1+1
Standard Description: Fuel is a material that is burned to produce heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-1+2
Standard Description: Burning fuel releases energy that can be used for various purposes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-10
Standard Description: Environmental risks include escape of dangerous nuclear waste and risk of catastrophic disasters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-10+1
Standard Description: Nuclear power generates dangerous waste that remains radioactive for thousands of years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-10+2
Standard Description: Accidents at nuclear power plants can release harmful radiation into the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-2
Standard Description: Fossil fuels are formed from the remains of once-living organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-2+1
Standard Description: Fossil fuels are made from the remains of organisms that lived long ago.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-2+2
Standard Description: The remains of these organisms were buried under layers of sand or mud, which over time became rock.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-2+3
Standard Description: Pressure and intense heat from the rock turned the remains into fossil fuels like petroleum, coal, and natural gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-3
Standard Description: Fossil fuels must be extracted from beneath Earth's surface (mining, drilling, fracking).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-3+1
Standard Description: Fossil fuels like coal, oil, and natural gas are extracted from beneath Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-3+2
Standard Description: Mining, drilling, and fracking are methods used to access these fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-3+3
Standard Description: These processes can disturb the land and ecosystems where they occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-4
Standard Description: Crude oil must be refined into products that are usable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-4+1
Standard Description: Crude oil, also known as petroleum, is refined into many liquid fuels, including gasoline, diesel, and kerosene.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-4+2
Standard Description: Refining petroleum involves heating the oil so that different components boil at different temperatures and can be separated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-4+3
Standard Description: The separated liquids from refining can be used to make various products, such as plastics and asphalt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-5
Standard Description: Much of our electricity is generated by burning coal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-5+1
Standard Description: Many power plants that supply electricity are powered by coal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-5+2
Standard Description: In coal power plants, coal is burned to heat water, creating steam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-5+3
Standard Description: The steam spins turbines, which convert the energy into electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-6
Standard Description: Air pollution often results from burning fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-6+1
Standard Description: Burning fossil fuels releases pollutants into the air, causing air pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-6+2
Standard Description: Air pollution from burning fossil fuels includes carbon dioxide and other harmful substances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-6+3
Standard Description: Pollutants from burning fossil fuels can cause health problems and environmental damage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-7
Standard Description: Major sources of pollution include cars and trucks, coal-fired power plants, large industries, and ships and airplanes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-7+1
Standard Description: Cars and trucks release pollutants into the air when they burn fuel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-7+2
Standard Description: Coal-fired power plants emit pollutants as they generate electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-7+3
Standard Description: Large industries release pollutants through their manufacturing processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-7+4
Standard Description: Ships and airplanes contribute to air pollution by burning fuel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-8
Standard Description: Nuclear power plants use heat released from splitting uranium atoms to make electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-8+1
Standard Description: Nuclear power plants use uranium-235 to release nuclear energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-8+2
Standard Description: The process of splitting uranium atoms generates heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-8+3
Standard Description: This heat is used to convert water into steam, which spins a turbine to produce electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-9
Standard Description: Environmental benefits include lower emissions than those from fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-9+1
Standard Description: Nuclear power plants produce electricity with lower emissions than fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5B
Cluster Name: Using Nonrenewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5B-9+2
Standard Description: Nuclear energy does not release carbon dioxide during electricity generation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-1
Standard Description: New and evolving technologies for using renewable resources for energy: hydroelectric power plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-1+1
Standard Description: Hydroelectric power plants use the energy of moving water to generate electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-1+2
Standard Description: Dams are built to control the flow of water and create a reservoir, which is used to produce hydroelectric power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-1+3
Standard Description: Hydroelectric power is a renewable energy source because it relies on the natural water cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-2
Standard Description: Environmental benefits of using renewable resources for energy: reduced need for fossil fuels; less need for major construction such as oil fields, offshore platforms, or refineries and storage facilities; reduced cost of the transportation of fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-2+1
Standard Description: Using renewable resources for energy reduces the need for fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-2+2
Standard Description: Renewable resources can decrease the need for major construction like oil fields and refineries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-2+3
Standard Description: Transporting fossil fuels is costly, and using renewable resources can reduce these costs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-3
Standard Description: Environmental risks: building dams for hydroelectric energy affects water habitats; wind turbines may be harmful to birds that fly into them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-3+1
Standard Description: Building dams for hydroelectric energy can harm water habitats by blocking fish like salmon from migrating.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-3+2
Standard Description: Dams can change the flow and depth of rivers, affecting the organisms that live there.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-5
Unit Name: Using Natural Resources for Energy
Cluster ID: CKSci-G4-5C
Cluster Name: Using Renewable Resources for Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-5C-3+3
Standard Description: Wind turbines may pose a risk to birds that fly into them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-1
Standard Description: The respiratory system functions to bring oxygen gas into the body and release carbon dioxide from the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-1+1
Standard Description: The respiratory system helps the body take in oxygen and get rid of carbon dioxide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-1+2
Standard Description: Breathing is the process of taking in oxygen and releasing carbon dioxide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-1+3
Standard Description: The lungs are the main organs where gas exchange occurs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-2
Standard Description: Strenuous activity causes changes in respiration and heart rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-2+1
Standard Description: Strenuous activity increases the rate of breathing and heartbeat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-2+2
Standard Description: The body needs more oxygen during physical activity, causing the heart to pump faster.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-2+3
Standard Description: Breathing and heart rates return to normal after the activity stops.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-3
Standard Description: Upper parts of the respiratory system: nose, throat, voice box, and the trachea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-3+1
Standard Description: The upper respiratory system includes the nose, throat, voice box, and trachea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-3+2
Standard Description: Air enters the body through the nose, where tiny hairs trap dust and dirt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-3+3
Standard Description: The throat allows air to move from the nose to the voice box.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-4
Standard Description: Lower parts of the respiratory system: lungs, bronchi, bronchial tubes, diaphragm, ribs, and alveoli.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-4+1
Standard Description: The lower respiratory system includes the lungs, bronchi, bronchial tubes, diaphragm, ribs, and alveoli.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-4+2
Standard Description: The lungs are organs that fill with air and help exchange gases with the blood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-4+3
Standard Description: Alveoli are tiny sacs in the lungs where oxygen and carbon dioxide are exchanged with the blood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-4+4
Standard Description: The diaphragm is a muscle below the lungs that helps pull air into the lungs when it contracts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-5
Standard Description: Damage to the respiratory system can occur because of smoking and breathing polluted air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-5+1
Standard Description: Smoking introduces harmful chemicals into the lungs, damaging lung tissue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-5+2
Standard Description: Breathing polluted air can cause irritation and inflammation in the respiratory system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6A
Cluster Name: The Respiratory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6A-5+3
Standard Description: Over time, pollutants can lead to diseases like lung cancer and emphysema.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-1
Standard Description: The circulatory system functions to bring oxygen gas from the lungs to the body cells and release carbon dioxide from the lungs to the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-1+1
Standard Description: The circulatory system moves blood throughout the body, carrying oxygen from the lungs to body cells and bringing carbon dioxide back to the lungs to be exhaled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-1+2
Standard Description: The heart pumps blood through a network of blood vessels, including arteries, veins, and capillaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-1+3
Standard Description: Oxygen-rich blood is carried away from the heart by arteries, while veins carry oxygen-poor blood back to the heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-2
Standard Description: The circulatory system transports important chemicals throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-2+1
Standard Description: The circulatory system moves important chemicals like nutrients and gases to and from cells throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-2+2
Standard Description: Blood carries these materials through a network of blood vessels, including arteries and veins.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-2+3
Standard Description: Capillaries are tiny blood vessels where the exchange of materials between blood and body cells occurs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-3
Standard Description: Parts of the circulatory system: the heart and blood vessels, including arteries, veins, and capillaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-3+1
Standard Description: The heart is a muscular organ that pumps blood through the circulatory system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-3+2
Standard Description: Blood vessels are tube-like structures through which blood flows, including arteries, veins, and capillaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-3+3
Standard Description: Arteries carry blood away from the heart, while veins carry blood back to the heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-3+4
Standard Description: Capillaries are tiny blood vessels where the exchange of materials between blood and body cells occurs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-4
Standard Description: Circulation: the movement of blood through vessels caused by contractions of the heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-4+1
Standard Description: Circulation is the process of moving blood throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-4+2
Standard Description: The heart's contractions push blood through a network of blood vessels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-4+3
Standard Description: Blood moves continuously through the circulatory system, delivering oxygen and nutrients to cells and removing waste products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-5
Standard Description: Blood pressure: measure of the stress blood places on the vessels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-5+1
Standard Description: Blood pressure is the force that blood exerts on the walls of blood vessels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-5+2
Standard Description: Healthy blood pressure is important for the circulatory system to function properly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-5+3
Standard Description: High blood pressure can damage blood vessels and lead to health problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-6
Standard Description: The structure of heart, its chambers and valves, reflect the function of the heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-6+1
Standard Description: The heart has four chambers: two atria and two ventricles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-6+2
Standard Description: The atria receive blood entering the heart, while the ventricles pump blood out of the heart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-6+3
Standard Description: Valves in the heart ensure blood flows in one direction, preventing backflow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-7
Standard Description: People can make lifestyle-related decisions that positively affect the respiratory and circulatory systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-7+1
Standard Description: Regular exercise strengthens the heart and improves circulation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-7+2
Standard Description: A healthy diet low in fats and sugars supports the circulatory system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: CKSci-G4-6
Unit Name: The Human Body: Human Respiration and Circulation
Cluster ID: CKSci-G4-6B
Cluster Name: The Circulatory System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G4-6B-7+3
Standard Description: Avoiding smoking and managing stress can protect the respiratory and circulatory systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 4-ESS1-1
Standard Description: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 4-ESS2-1
Standard Description: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to a single form of weathering or erosion

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 4-ESS2-2
Standard Description: Analyze and interpret data from maps to describe patterns of Earth's features.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS3
Cluster Name: Earth and Human Activity
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 4-ESS3-1
Standard Description: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS3
Cluster Name: Earth and Human Activity
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 4-ESS3-2
Standard Description: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS1
Cluster Name: From Molecules to Organisms: Structures and Processes
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 4-LS1-1
Standard Description: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment is limited to macroscopic structures within plant and animal systems

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: LS
Unit Name: Life Science
Cluster ID: LS1
Cluster Name: From Molecules to Organisms: Structures and Processes
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 4-LS1-2
Standard Description: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS3
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 4-PS3-1
Standard Description: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS3
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 4-PS3-2
Standard Description: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include quantitative measurements of energy

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS3
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 4-PS3-3
Standard Description: Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include quantitative measurements of energy

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS3
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 4-PS3-4
Standard Description: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 4-PS4-1
Standard Description: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 4-PS4-2
Standard Description: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 4th Grade
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 4-PS4-3
Standard Description: Generate and compare multiple solutions that use patterns to transfer information.*

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-1
Standard Description: Matter is anything that has mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-1+1
Standard Description: Matter is anything that has mass and takes up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-1+2
Standard Description: Matter can be solid, liquid, or gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-1+3
Standard Description: Mass is the amount of matter in an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-2
Standard Description: Basic properties of matter include its mass, volume, and weight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-2+1
Standard Description: Mass is the amount of matter in an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-2+2
Standard Description: Weight is the force of gravity acting on an object's mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-2+3
Standard Description: Volume is the amount of space an object occupies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-3
Standard Description: Materials can be identified and described in terms of many properties, such as hardness, color, malleability, and density.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-3+1
Standard Description: Materials can be identified by their color, which is a visible property.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-3+2
Standard Description: Hardness is a property that describes how resistant a material is to being scratched.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-3+3
Standard Description: Malleability is the ability of a material to be shaped or bent without breaking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1A
Cluster Name: Properties of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1A-3+4
Standard Description: Density is a measure of how much mass is contained in a given volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-1
Standard Description: Matter is made of particles too small to be seen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-1+1
Standard Description: Matter is made of particles too small to be seen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-1+2
Standard Description: These particles are present even when they are not visible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-1+3
Standard Description: When matter changes physically, like dissolving or evaporating, it breaks down into smaller parts that are too small to be seen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-2
Standard Description: Observations that demonstrate and model that matter is made of particles:
- Sugar cubes dissolve in water.
- A balloon expands when air is blown into it.
- Salt water can be evaporated when boiled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-2+1
Standard Description: When sugar cubes dissolve in water, the sugar breaks down into particles too small to be seen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-2+2
Standard Description: A balloon expands when air is blown into it because air is made of particles that take up space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1B
Cluster Name: Structure of Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1B-2+3
Standard Description: Salt water can be evaporated when boiled, leaving salt behind, showing that water and salt are made of particles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-1
Standard Description: Physical change: a physical characteristic of the matter changes but the type of matter remains the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-1+1
Standard Description: A physical change occurs when a physical characteristic of matter changes, but the type of matter remains the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-1+2
Standard Description: When matter undergoes a physical change, the total weight of matter is conserved; no matter is gained or lost.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-1+3
Standard Description: Examples of physical changes include changing states of matter, such as ice melting into water, and dividing an object into pieces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-2
Standard Description: Solid matter has definite shape and volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-2+1
Standard Description: Solid matter has a definite shape and volume, meaning it keeps its shape and size regardless of the container it is in.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-2+2
Standard Description: The particles in a solid are tightly packed and do not move around each other, which is why solids are rigid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-3
Standard Description: A liquid takes the shape of its container.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-3+1
Standard Description: A liquid does not have its own shape and takes the shape of its container.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-3+2
Standard Description: Liquids flow and spread from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-4
Standard Description: A gas has no definite shape; it fills its container.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-4+1
Standard Description: A gas has no definite shape and fills its container completely.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-4+2
Standard Description: Gas particles move freely and can spread out in all directions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-5
Standard Description: Matter can change states; water is a common example.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-5+1
Standard Description: Matter can change states, such as from solid to liquid to gas, and back again.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-5+2
Standard Description: Water is a common example of matter that changes states easily.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-5+3
Standard Description: When water changes state, it remains the same type of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-6
Standard Description: Other physical changes: dividing an object into pieces, dissolving a substance, and mixing substances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-6+1
Standard Description: Dividing an object into pieces is a physical change where the matter remains the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-6+2
Standard Description: Dissolving a substance in a liquid is a physical change where the substance spreads out but remains the same type of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-6+3
Standard Description: Mixing substances together is a physical change where each substance keeps its own properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-7
Standard Description: When substances undergo physical change, the total weight of matter is conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-7+1
Standard Description: When substances undergo a physical change, the total weight of matter is conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1C
Cluster Name: Physical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1C-7+2
Standard Description: Matter is not gained or lost during a physical change, even if it changes form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-1
Standard Description: Chemical change: two types of matter interact to form a new substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-1+1
Standard Description: A chemical change occurs when two or more types of matter interact to form a new substance with new properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-1+2
Standard Description: The original substances cannot easily be separated after a chemical change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-1+3
Standard Description: During a chemical change, the total weight of matter is conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-2
Standard Description: Evidence that a chemical change has occurred:
- formation of a gas, and
- changes in odor, color, or temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-2+1
Standard Description: The formation of a gas is evidence that a chemical change has occurred.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-2+2
Standard Description: A change in odor can indicate a chemical change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-2+3
Standard Description: A change in color is a sign of a chemical change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-2+4
Standard Description: A change in temperature can signal a chemical change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-3
Standard Description: Examples of chemical changes:
- burning wood
- rusting metal
- digesting foods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-3+1
Standard Description: Burning wood is an example of a chemical change where new substances are formed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-3+2
Standard Description: Rusting metal is a chemical change where metal reacts with oxygen to form rust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-3+3
Standard Description: Digesting food is a chemical change where food is broken down into new substances that the body can use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-4
Standard Description: When substances undergo chemical change, the total weight of matter is conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-4+1
Standard Description: During a chemical change, the total weight of matter remains the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1D
Cluster Name: Chemical Changes in Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1D-4+2
Standard Description: No matter is gained or lost in a chemical change, even if substances change form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-1
Standard Description: Chemistry: the scientific study of what matter is made of and how matter changes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-1+1
Standard Description: Matter is made of particles too small to be seen, called atoms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-1+2
Standard Description: Atoms can join together to form molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-1+3
Standard Description: Chemistry is the scientific study of what matter is made of and how it changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-2
Standard Description: Matter is made of particles too small to be seen (atoms).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-2+1
Standard Description: Matter is made of particles too small to be seen, called atoms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-2+2
Standard Description: Atoms are the building blocks of all matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-2+3
Standard Description: These particles are present even when they are not visible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-3
Standard Description: Atoms can join to form molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-3+1
Standard Description: Atoms can join together to form molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-3+2
Standard Description: A molecule is a substance made of one or more kinds of atoms joined together by chemical bonds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-3+3
Standard Description: Chemical bonds are connections that hold atoms together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-4
Standard Description: Models of common molecules (such as water and carbon dioxide)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-4+1
Standard Description: Models help us understand molecules by showing how atoms are joined together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-4+2
Standard Description: A model of a water molecule shows it is made of two hydrogen atoms and one oxygen atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-1
Unit Name: Investigating Matter
Cluster ID: CKSci-G5-1E
Cluster Name: The Language of Chemistry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-1E-4+3
Standard Description: A model of a carbon dioxide molecule shows it is made of two oxygen atoms and one carbon atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-1
Standard Description: Living things need chemical energy from food for all life processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-1+1
Standard Description: Living things need chemical energy from food to move, grow, and repair their bodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-1+2
Standard Description: Chemical energy in food comes from the sun, which plants use to make food through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-1+3
Standard Description: Animals get energy by eating plants or other animals, transferring the energy originally from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-2
Standard Description: The energy in animals' food originated as energy from the sun. Producers: use energy from the sun to make their own food. Consumers: get their food by eating other organisms. Decomposers: break down the tissues of dead organisms for food and function as recyclers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-2+1
Standard Description: The energy in animals' food originally comes from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-2+2
Standard Description: Producers, like plants, use sunlight to make their own food through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-2+3
Standard Description: Consumers get their energy by eating other organisms, transferring energy from producers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-2+4
Standard Description: Decomposers break down dead organisms, recycling energy and nutrients back into the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-4
Standard Description: Life cycles are the patterns of changes that organisms go through during their lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-4+1
Standard Description: All organisms go through a life cycle that includes birth, growth, reproduction, and death.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-4+2
Standard Description: Different organisms have unique life cycles, but they all share these common stages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2A
Cluster Name: Organisms Need and Use Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2A-4+3
Standard Description: Life cycles show how organisms grow and change throughout their lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-1
Standard Description: Plants need sunlight, water, and air to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-1+1
Standard Description: Plants need air, water, and sunlight to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-1+2
Standard Description: Plants live where they can get the right amount of air, water, and sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-1+3
Standard Description: If plants do not get these needs met, they cannot grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-2
Standard Description: Plants get the substances they need for growth mainly from air and water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-2+1
Standard Description: Plants mainly get the materials they need for growth from air and water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-2+2
Standard Description: Plants do not consume the soil as they grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-2+3
Standard Description: The increase in a plant's weight comes from the matter they take in from air and water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-3
Standard Description: Photosynthesis: Plants use air, water, and the energy of sunlight to make glucose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-3+1
Standard Description: Photosynthesis is the process where plants use sunlight, water, and carbon dioxide to make glucose and oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-3+2
Standard Description: Sunlight provides the energy needed for photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-3+3
Standard Description: Glucose is a sugar that plants produce during photosynthesis and use for energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-4
Standard Description: Plants use glucose as food for their life processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-4+1
Standard Description: Plants use glucose as a source of energy for their life processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-4+2
Standard Description: Glucose is produced by plants during photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-4+3
Standard Description: Plants can store glucose for later use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-5
Standard Description: Animals get their food energy by eating other organisms. Herbivores: animals that eat only plants. Carnivores: animals that eat other animals. Omnivores: animals that eat both plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-5+1
Standard Description: Animals get their energy by eating other organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-5+2
Standard Description: Herbivores are animals that eat only plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-5+3
Standard Description: Carnivores are animals that eat other animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2B
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2B-5+4
Standard Description: Omnivores are animals that eat both plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-1
Standard Description: Energy is transferred from the sun to producers and then to consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-1+1
Standard Description: Energy for life on Earth comes from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-1+2
Standard Description: Plants use sunlight to make food, storing energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-1+3
Standard Description: When consumers eat plants, the chemical energy moves from the plants into the consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-1+4
Standard Description: Energy moves from primary consumers to secondary consumers when they are eaten.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-2
Standard Description: Ecosystems: the living and nonliving things in an area

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-2+1
Standard Description: An ecosystem includes all the living and nonliving things that interact in a given area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-2+2
Standard Description: Ecosystems can vary greatly in size, from a small pond to a large forest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-2+3
Standard Description: Living things in an ecosystem depend on each other and on nonliving things like water and sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-2+4
Standard Description: Changes in one part of an ecosystem can affect other parts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-3
Standard Description: Producers make food; the chemical energy of food cycles moves from producers to consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-3+1
Standard Description: Producers, like plants, make their own food using sunlight, water, and air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-3+2
Standard Description: The food made by producers is a type of sugar called glucose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-3+3
Standard Description: Producers store energy in the form of glucose, which can be used immediately or saved for later.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-3+4
Standard Description: Consumers get energy by eating producers or other consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-4
Standard Description: Food chain and food web: models of how matter and energy flow through an ecosystem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-4+1
Standard Description: A food chain shows a single path of energy flow in an ecosystem, starting with a producer and moving to various consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-4+2
Standard Description: A food web is a complex network of interconnected food chains in an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-4+3
Standard Description: Food webs illustrate how different organisms are related through feeding relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-4+4
Standard Description: In a food web, arrows point from the food source to the consumer, indicating the direction of energy flow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-5
Standard Description: As matter cycles through an ecosystem, the interactions of producers, consumers, and decomposers meet the needs of living things in the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-5+1
Standard Description: Matter cycles through an ecosystem as producers, consumers, and decomposers interact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-5+2
Standard Description: Producers make food using sunlight, which is then consumed by consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-5+3
Standard Description: Decomposers break down dead plants and animals, returning nutrients to the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-5+4
Standard Description: These interactions help meet the needs of living things in the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-6
Standard Description: Anything that disrupts food webs may harm an ecosystem. Invasive plants and animals (zebra mussels or kudzu). Humans. Environmental changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-6+1
Standard Description: Invasive species can disrupt ecosystems by outcompeting native species for resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-6+2
Standard Description: Human activities, such as deforestation and pollution, can harm ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-6+3
Standard Description: Natural events, like fires and storms, can also disrupt ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-2
Unit Name: Energy and Matter in Ecosystems
Cluster ID: CKSci-G5-2C
Cluster Name: Matter Cycles Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-2C-6+4
Standard Description: Disruptions to food webs can lead to imbalances in ecosystems, affecting all living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-1
Standard Description: Hydrosphere: all the water in all its forms. Oceans hold nearly all of Earth's water. Ocean water is salt water, not suitable for drinking. Brackish water: a mix of salt water and fresh water. Earth's fresh water is in glaciers or underground; much less is found in streams, lakes, wetlands, and the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-1+1
Standard Description: The hydrosphere includes all the water on Earth, in oceans, rivers, lakes, and even underground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-1+2
Standard Description: Oceans hold most of Earth's water, and this water is salty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-1+3
Standard Description: Fresh water is found in glaciers, underground, and in smaller amounts in rivers, lakes, and the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-1+4
Standard Description: Brackish water is a mix of salt water and fresh water, often found where rivers meet the sea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-2
Standard Description: Geosphere: All rocks, minerals, and landforms. Earth's crust and upper mantle move slowly over time. Evidence of changes to Earth's surface can be found in rocks and rock layers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-2+1
Standard Description: The geosphere includes all of Earth's rocks, minerals, and landforms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-2+2
Standard Description: Earth's crust and upper mantle are made of solid rock that moves slowly over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-2+3
Standard Description: The movement of Earth's crust can cause earthquakes and volcanic activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-2+4
Standard Description: Rocks and rock layers provide evidence of changes to Earth's surface over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-3
Standard Description: Atmosphere: all the air around Earth and all that it contains. The air is a mixture of gases, including nitrogen, oxygen, carbon dioxide, and water vapor. Nitrogen makes up the most abundant gas in our atmosphere (approximately 78%).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-3+1
Standard Description: The atmosphere is the layer of gases that surrounds Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-3+2
Standard Description: Air is mostly made up of nitrogen and oxygen, with nitrogen being the most abundant at about 78%.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-3+3
Standard Description: The atmosphere contains other gases like carbon dioxide and water vapor in smaller amounts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-3+4
Standard Description: The atmosphere is dynamic and constantly changing due to natural processes and human activities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-4
Standard Description: Biosphere: All living things. Biome: a large region with a specific climate and with living things adapted to that climate. Major biomes include tundra, forests, grasslands, and desert. Living things rely on their habitats to meet their needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-4+1
Standard Description: The biosphere includes all living things on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-4+2
Standard Description: A biome is a large region with a specific climate and certain species adapted to that climate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-4+3
Standard Description: Major biomes include tundra, forests, grasslands, and deserts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3A
Cluster Name: Spheres of Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3A-4+4
Standard Description: Living things depend on their habitats to meet their needs for energy, shelter, and reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-1
Standard Description: Hydrosphere interactions:
- Water shapes Earth's surface over time (erosion by rivers, oceans, and weather).
- The sun's energy evaporates water into the atmosphere.
- Oceans influence climate and weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-1+1
Standard Description: Water shapes Earth's surface over time through processes like erosion by rivers and oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-1+2
Standard Description: The sun's energy causes water to evaporate into the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-1+3
Standard Description: Oceans play a significant role in influencing climate and weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-2
Standard Description: Atmosphere interactions:
- Wind and weather cause the weathering and erosion of rock.
- Weather and climate affect habitats and ecosystems.
- Water vapor forms rain, which falls to the ground and forms freshwater reservoirs for living things to use.
- Nitrogen gas in the air enters the ground and is chemically transformed by bacteria for plant use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-2+1
Standard Description: Wind and weather cause the weathering and erosion of rock by moving particles and reshaping landscapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-2+2
Standard Description: Weather and climate affect habitats and ecosystems by influencing temperature and precipitation patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-2+3
Standard Description: Water vapor in the atmosphere forms rain, which falls to the ground and creates freshwater reservoirs for living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-2+4
Standard Description: Nitrogen gas in the air is transformed by bacteria in the soil into forms that plants can use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-3
Standard Description: Geosphere interactions:
- Mountain ranges affect the formation of clouds and other weather events.
- Living things can cause erosion in a specific environment.
- Certain rock layers provide the necessary space for the formation of aquifers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-3+1
Standard Description: Mountain ranges can affect the formation of clouds and weather events by forcing moist air to rise, cool, and condense into precipitation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-3+2
Standard Description: Living things, such as plants and animals, can cause erosion by breaking down rocks and soil in their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-3+3
Standard Description: Certain rock layers in the geosphere provide space for the formation of aquifers, which are underground layers that store water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-4
Standard Description: Biosphere interactions:
- Freshwater lakes provide a habitat for fish and algae.
- Minerals in soils are absorbed into plants through their roots to provide important chemicals for life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-4+1
Standard Description: Freshwater lakes provide a habitat for fish and algae, supporting diverse life forms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-3
Unit Name: Modeling Earth's Systems
Cluster ID: CKSci-G5-3B
Cluster Name: Modeling Earth's Interacting Spheres
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-3B-4+2
Standard Description: Minerals in soils are absorbed into plants through their roots, providing essential nutrients for growth and life processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-1
Standard Description: All living things depend on water (fresh or salt water) to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-1+1
Standard Description: All living things need water to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-1+2
Standard Description: Water is essential for life and is used for drinking, agriculture, and many other purposes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-1+3
Standard Description: Fresh water is limited and found only in certain locations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-2
Standard Description: Water pollution can be harmful to living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-2+1
Standard Description: Water pollution occurs when harmful substances enter water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-2+2
Standard Description: Polluted water can harm living things that depend on it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-2+3
Standard Description: Chemicals from homes and industries can wash into water supplies and become pollutants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-3
Standard Description: Unlimited use of fresh water sources may result in shortages (including during droughts) resulting in: Destruction of ecosystems. Reduction of biodiversity. Loss of recreational and living space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-3+1
Standard Description: Unlimited use of fresh water can lead to shortages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-3+2
Standard Description: Water shortages can harm ecosystems and reduce biodiversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-3+3
Standard Description: Fresh water is limited and must be conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-4
Standard Description: Conservation practices include:
- Using only as much water as necessary
- Protecting river systems and watersheds by managing the use of water by industries, agriculture, and residential areas
- Regulations to prevent and reduce water pollution (Clean Water Act)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-4+1
Standard Description: Conservation means using only as much water as necessary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-4+2
Standard Description: Protecting river systems helps maintain healthy ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4A
Cluster Name: Protecting Earth's Water
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4A-4+3
Standard Description: Regulations like the Clean Water Act help reduce water pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-1
Standard Description: Many organisms depend on the atmosphere to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-1+1
Standard Description: The atmosphere provides oxygen, which is essential for the survival of many organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-1+2
Standard Description: Plants and trees help clean the air by absorbing carbon dioxide and releasing oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-1+3
Standard Description: Human activities, like burning fossil fuels, can change the composition of the atmosphere, affecting the air quality organisms depend on.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-2
Standard Description: Air pollution includes: Emissions from automobiles and other forms of transportation (nitrogen oxides and carbon monoxide). Emissions from industry and burning fossil fuels (sulfur dioxide).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-2+1
Standard Description: Air pollution is caused by substances in the air that make it unsafe to breathe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-2+2
Standard Description: Emissions from vehicles release nitrogen oxides and carbon monoxide into the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-2+3
Standard Description: Industries and burning fossil fuels release sulfur dioxide, contributing to air pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-3
Standard Description: Consequences:
- Acid rain
- Ozone destruction
- Average temperature changes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-3+1
Standard Description: Acid rain is formed when pollutants like sulfur dioxide and nitrogen oxides react with water in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-3+2
Standard Description: Acid rain can damage buildings, harm plants, and affect aquatic life by making water bodies more acidic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-3+3
Standard Description: Ozone destruction occurs when pollutants break down ozone molecules, reducing the protective ozone layer.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-3+4
Standard Description: Changes in average temperature can lead to climate shifts, affecting weather patterns and ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-4
Standard Description: Solutions:
- Smog reduction and transportation incentives
- Technologies to reduce emission of harmful gases in automotive exhaust
- Regulations to prevent and reduce air pollution (Clean Air Act)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-4+1
Standard Description: Smog reduction can be achieved by limiting car exhaust fumes and factory emissions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-4+2
Standard Description: Technologies like scrubbers can remove pollutants from smokestacks before they enter the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4B
Cluster Name: Protecting Earth's Air
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4B-4+3
Standard Description: The Clean Air Act is a law designed to control air pollution and has significantly reduced emissions since 1970.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-1
Standard Description: Many living things depend on the land around them to meet their needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-1+1
Standard Description: Many living things rely on the land to provide food and shelter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-1+2
Standard Description: Plants grow in soil and get the nutrients they need from it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-1+3
Standard Description: Animals use land for shelter and to find food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-2
Standard Description: Sources of land pollution: solid waste, pesticides, construction and mining waste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-2+1
Standard Description: Solid waste, like garbage, can pollute the land if not properly managed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-2+2
Standard Description: Pesticides used in farming can seep into the soil and contaminate it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-2+3
Standard Description: Construction and mining activities can leave behind waste that pollutes the land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-3
Standard Description: Consequences: Habitat destruction. Chemical pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-3+1
Standard Description: Habitat destruction can force animals to leave their homes and find new places to live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-3+2
Standard Description: Chemical pollution can make soil and water unsafe for plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-3+3
Standard Description: When habitats are destroyed, animals may struggle to find food and shelter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-4
Standard Description: Solutions:
- Reducing waste in landfills
- Chemical testing of hazardous waste
- Satellite tracking of soil erosion
- Environmental Impact Assessments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-4+1
Standard Description: Reducing waste in landfills can help prevent land contamination.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-4+2
Standard Description: Chemical testing of hazardous waste ensures that harmful substances do not pollute the land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-4+3
Standard Description: Satellite tracking of soil erosion helps monitor changes in the land to prevent further damage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4C
Cluster Name: Protecting Earth's Land
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4C-4+4
Standard Description: Environmental Impact Assessments evaluate the potential effects of projects on the land to prevent damage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-1
Standard Description: Overuse or misuse of water, air, and land resources can harm living organisms and the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-1+1
Standard Description: Overusing or misusing water, air, and land resources can harm living organisms and the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-1+2
Standard Description: Pollution from human activities can contaminate water, making it unsafe for plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-1+3
Standard Description: Air pollution can harm the health of living organisms and damage ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-1+4
Standard Description: Land misuse, such as deforestation, can destroy habitats and reduce biodiversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-2
Standard Description: Monitoring is needed to detect ecosystem changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-2+1
Standard Description: Monitoring ecosystems involves collecting data to measure their health.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-2+2
Standard Description: Scientists use various tools to count living things and track changes over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-2+3
Standard Description: Data from monitoring helps scientists understand and predict changes in ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-3
Standard Description: Endangered species and extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-3+1
Standard Description: Endangered species are at risk of becoming extinct due to changes in their habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-3+2
Standard Description: Human activities, such as deforestation and hunting, can lead to the extinction of species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-3+3
Standard Description: Conservationists work to protect endangered species and their habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-4
Standard Description: Community activism: applying knowledge about how ecosystems interact with other systems of Earth to help protect them

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-4+1
Standard Description: Community activism involves using knowledge about ecosystems to help protect them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-4+2
Standard Description: People can work together to address environmental issues in their local area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-4+3
Standard Description: Community efforts can include activities like planting trees, cleaning up pollution, and educating others about environmental protection.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-5
Standard Description: Regulations to protect and conserve ecosystems and wildlife: the Endangered Species Act and The Clean Air Act

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-5+1
Standard Description: The Endangered Species Act is a law that helps protect animals and plants that are at risk of extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-5+2
Standard Description: The Clean Air Act is a law designed to control air pollution and protect air quality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-4
Unit Name: Protecting Earth's Resources
Cluster ID: CKSci-G5-4D
Cluster Name: Protecting Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-4D-5+3
Standard Description: These regulations help conserve ecosystems by limiting harmful activities and promoting conservation efforts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-1
Standard Description: The universe is all matter and energy. Astronomical distance is measured in light years. Galaxies: huge collections of stars, dust, and gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-1+1
Standard Description: The universe includes all matter and energy in space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-1+2
Standard Description: Astronomical distances are measured in light years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-1+3
Standard Description: Galaxies are huge collections of stars, dust, and gas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-2
Standard Description: There are hundreds of billions of galaxies in the universe. Our galaxy is the Milky Way. Andromeda Galaxy is near the Milky Way.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-2+1
Standard Description: There are hundreds of billions of galaxies in the universe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-2+2
Standard Description: Our galaxy is the Milky Way.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-2+3
Standard Description: The Andromeda Galaxy is near the Milky Way.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-3
Standard Description: Our solar system includes:
- Sun: source of energy
- The eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
- Other objects in space: dwarf planets, asteroids, meteors, comets

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-3+1
Standard Description: The solar system includes the Sun, which is the source of energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-3+2
Standard Description: There are eight planets in the solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-3+3
Standard Description: Other objects in the solar system include dwarf planets, asteroids, meteors, and comets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-4
Standard Description: The ways we know about our solar system and the universe include:
- Earth-based observations
- Space probes and space-based telescopes (the Hubble Space Telescope, Mars rovers)
- Human space flights (Apollo 11, the first landing on the moon)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-4+1
Standard Description: Earth-based observations help us learn about the solar system and universe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-4+2
Standard Description: Space probes and space-based telescopes, like the Hubble Space Telescope, explore deep space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5A
Cluster Name: Introduction to Astronomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5A-4+3
Standard Description: Human space flights, such as Apollo 11, have provided valuable information about space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-1
Standard Description: Earth-moon-sun make a system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-1+1
Standard Description: The sun, Earth, and the moon form a system that interacts through gravity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-1+2
Standard Description: The moon orbits Earth, and Earth orbits the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-1+3
Standard Description: The moon's phases are caused by its position relative to Earth and the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-2
Standard Description: Earth rotates around its axis, resulting in:
- Sun appears to move east to west across the sky.
- Stars appear to move in the night sky.
- Shadows change in length and direction throughout the day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-2+1
Standard Description: Earth rotates on its axis once every 24 hours, causing day and night.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-2+2
Standard Description: The sun appears to move across the sky from east to west due to Earth's rotation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-2+3
Standard Description: Stars appear to move in the night sky because Earth is spinning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-2+4
Standard Description: Shadows change in length and direction throughout the day as a result of Earth's rotation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-3
Standard Description: Earth orbits the sun, resulting in:
- Changing seasons
- Seasonal changes in the length and direction of shadows

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-3+1
Standard Description: Earth orbits the sun once every year, which causes the seasons to change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-3+2
Standard Description: The tilt of Earth's axis causes different parts of Earth to receive varying amounts of sunlight throughout the year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5B
Cluster Name: Evidence of Earth's Movement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5B-3+3
Standard Description: As Earth orbits the sun, the length and direction of shadows change with the seasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-1
Standard Description: Stars give off their own light. Stars vary in size and brightness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-1+1
Standard Description: Stars are objects in space that give off their own light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-1+2
Standard Description: Stars vary in size and brightness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-2
Standard Description: The perceived brightness of a star depends on its size, energy (actual brightness), and distance from Earth. The sun appears brighter than other stars because it is the closest star to Earth. Stars brighter and bigger than the sun appear dimmer and smaller because they are farther away.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-2+1
Standard Description: The perceived brightness of a star depends on its size, energy, and distance from Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-2+2
Standard Description: The sun appears brighter than other stars because it is the closest star to Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-2+3
Standard Description: Stars that are brighter and bigger than the sun can appear dimmer and smaller because they are farther away.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-3
Standard Description: Constellations: recognizable patterns of stars

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-3+1
Standard Description: A constellation is a group of stars that forms a recognizable pattern in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-3+2
Standard Description: Constellations are used by astronomers to communicate the location of stars in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-4
Standard Description: Some stars and constellations are only visible in certain seasons because of the position of Earth as it orbits the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-4+1
Standard Description: Some stars and constellations are only visible in certain seasons because of Earth's position as it orbits the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5C
Cluster Name: Stars
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5C-4+2
Standard Description: Earth's orbit around the sun causes different constellations to be visible at different times of the year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-1
Standard Description: Gravity: a universal force that pulls objects toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-1+1
Standard Description: Gravity is a force that pulls objects toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-1+2
Standard Description: Earth's gravity pulls objects toward its center, which we perceive as 'down'.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-1+3
Standard Description: The sun's gravity keeps the planets in orbit around it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-2
Standard Description: A gravitational force is an attraction force that two masses exert on each other (the Sun and Earth; Earth and Moon; Earth and all objects close to its mass).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-2+1
Standard Description: Gravitational force is an attraction between two masses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-2+2
Standard Description: The gravitational pull between the Earth and the Moon keeps the Moon in orbit around Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-2+3
Standard Description: The gravitational force between the Sun and Earth keeps Earth in orbit around the Sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-3
Standard Description: Earth's gravitational force is perceived as pulling "down."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-3+1
Standard Description: Earth's gravity pulls objects toward its center, which we perceive as 'down'.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-3+2
Standard Description: No matter where you are on Earth's surface, 'down' means toward the center of the planet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-4
Standard Description: Predictable orbits of the planets is the result of the sun's gravity pulling on all the objects in our solar system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-4+1
Standard Description: The sun's gravity pulls on all objects in our solar system, causing the planets to orbit it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-4+2
Standard Description: The planets' orbits around the sun are predictable because of the sun's gravitational pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-5
Standard Description: The earth-moon-sun gravitational forces cause ocean tides on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-5+1
Standard Description: The gravitational forces between the Earth, Moon, and Sun cause ocean tides on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-5+2
Standard Description: The Moon's gravity pulls on Earth's oceans, causing the water to rise and fall.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-5
Unit Name: Astronomy: Space Systems
Cluster ID: CKSci-G5-5D
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-5D-5+3
Standard Description: Tides are predictable and occur in regular patterns due to the gravitational interactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-1
Standard Description: Humans undergo changes from infancy to adulthood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-1+1
Standard Description: Humans grow and change from infancy to adulthood, going through stages like childhood and adolescence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-1+2
Standard Description: The endocrine system, through glands and hormones, regulates these changes in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-1+3
Standard Description: During adolescence, the pituitary gland releases hormones that trigger changes in the body, preparing it for adulthood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-2
Standard Description: Puberty involves changes in glands and hormones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-2+1
Standard Description: Puberty is a stage when the body changes to become capable of reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-2+2
Standard Description: The pituitary gland releases hormones that trigger the start of puberty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-2+3
Standard Description: In females, puberty involves the release of estrogen and progesterone, leading to the development of secondary sex characteristics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-2+4
Standard Description: In males, puberty involves the release of testosterone, leading to the development of secondary sex characteristics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-3
Standard Description: The human body has two types of glands: duct glands (salivary glands), and ductless glands (endocrine glands).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-3+1
Standard Description: The human body has two types of glands: duct glands and ductless glands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-3+2
Standard Description: Duct glands, like salivary glands, release substances through ducts to specific locations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-3+3
Standard Description: Ductless glands, or endocrine glands, release hormones directly into the bloodstream.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-4
Standard Description: Endocrine glands secrete chemicals called hormones. Different hormones control different body processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-4+1
Standard Description: Endocrine glands secrete hormones directly into the bloodstream.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-4+2
Standard Description: Hormones are chemical messengers that regulate various body functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-4+3
Standard Description: Different hormones control different processes in the body, such as growth, metabolism, and mood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-5
Standard Description: Pituitary gland: secretes hormones that control other glands, and hormones that regulate growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-5+1
Standard Description: The pituitary gland is known as the master gland because it controls other glands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-5+2
Standard Description: It is located below the brain and releases hormones into the bloodstream.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-5+3
Standard Description: The pituitary gland secretes hormones that regulate growth and control other glands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-6
Standard Description: Thyroid gland: secretes a hormone that controls the rate at which the body burns and uses food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-6+1
Standard Description: The thyroid gland is located in the front of the neck.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-6+2
Standard Description: It produces hormones that control metabolism, including how fast the body uses energy from food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-6+3
Standard Description: Thyroid hormones affect heart rate, body temperature, and how quickly food moves through the intestines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-7
Standard Description: Pancreas: secretes a hormone called insulin that regulates how the body uses and stores sugar. Diabetes is a condition caused by the pancreas not producing enough insulin.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-7+1
Standard Description: The pancreas is located in the abdomen and is part of both the endocrine and digestive systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-7+2
Standard Description: It produces insulin, a hormone that helps regulate blood sugar levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-7+3
Standard Description: Diabetes is a condition where the pancreas does not produce enough insulin, leading to high blood sugar levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-8
Standard Description: Adrenal gland: secretes a hormone called adrenaline; occurs when a person experiences heightened emotion (fear, anger), causing rapid heartbeat and breathing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-8+1
Standard Description: The adrenal glands are located above each kidney.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-8+2
Standard Description: They produce adrenaline, which is responsible for the 'fight or flight' response.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6A
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6A-8+3
Standard Description: Adrenaline increases blood flow to muscles, preparing the body to respond to stress or danger.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-1
Standard Description: Female reproductive organs: ovaries, fallopian tubes, uterus, and vagina. Menstruation: the monthly release of an unfertilized egg and associated uterine tissue (after puberty).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-1+1
Standard Description: The ovaries are glands in females that release eggs once a month.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-1+2
Standard Description: The fallopian tubes connect the ovaries to the uterus and help move the egg to the uterus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-1+3
Standard Description: The uterus is where a fertilized egg can develop into a baby.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-1+4
Standard Description: The vagina is a canal that connects the uterus to the outside of the body and is the path for unfertilized eggs and material to leave the body during menstruation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-1+5
Standard Description: Menstruation is the process where the uterus sheds its lining if no pregnancy occurs, happening about every twenty-eight days.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-2
Standard Description: Male reproductive organs: testes, scrotum, penis. Semen is the fluid that contains sperm cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-2+1
Standard Description: The testes are glands in males that produce sperm, the male reproductive cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-2+2
Standard Description: The scrotum is a pouch of skin that holds the testes and helps regulate their temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-2+3
Standard Description: The penis serves as a pathway for urine and also delivers sperm for fertilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-2+4
Standard Description: Semen is the fluid that carries sperm from the male reproductive system to the female reproductive system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3
Standard Description: Sexual reproduction involves intercourse, fertilization, zygote, implantation of zygote in the uterus, pregnancy, embryo, fetal development, and birth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3+1
Standard Description: Sexual reproduction involves the combination of a sperm and an egg to form a zygote.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3+2
Standard Description: Fertilization occurs when a sperm cell from the male enters an egg cell from the female.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3+3
Standard Description: The zygote contains genetic information from both parents and begins to divide into more cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3+4
Standard Description: The zygote implants into the uterus wall and develops into an embryo.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3+5
Standard Description: The embryo grows into a fetus, which continues to develop until birth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 5th Grade
Unit ID: CKSci-G5-6
Unit Name: The Human Body: Human Hormones and Reproduction
Cluster ID: CKSci-G5-6B
Cluster Name: The Reproductive System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G5-6B-3+6
Standard Description: Pregnancy lasts about nine months, during which the fetus develops all necessary organs and systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-1
Standard Description: Light can be reflected, absorbed, refracted, or transmitted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-1+1
Standard Description: Light can be reflected, which means it bounces off surfaces like mirrors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-1+2
Standard Description: Light can be absorbed, meaning it is taken in by materials and converted to other forms of energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-1+3
Standard Description: Light can be refracted, which means it bends when it passes through different materials.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-1+4
Standard Description: Light can be transmitted, meaning it passes through materials like glass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-2
Standard Description: Refraction:
- Slowing down of light as it passes through matter
- Refraction from the glass in lenses is useful in devices for television, photography, and astronomy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-2+1
Standard Description: Refraction occurs when light changes direction as it passes from one transparent material to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-2+2
Standard Description: The bending of light during refraction can make objects appear to be in different positions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-2+3
Standard Description: Lenses use refraction to focus light, which is useful in devices like eyeglasses and cameras.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-3
Standard Description: Reflection:
- Light from a flashlight reflects off a mirror at the exact angle the light hits the mirror.
- Lenses can be concave or convex, changing the angle of reflection, used in many practical devices.
- Sometimes we can see both through a window and see a reflection at the same time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-3+1
Standard Description: Reflection occurs when light bounces off a surface at the same angle it hits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-3+2
Standard Description: Smooth surfaces like mirrors reflect light in a specific direction, creating clear images.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1A
Cluster Name: Light and Matter
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1A-3+3
Standard Description: Rough surfaces scatter light in many directions, causing diffuse reflections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-1
Standard Description: Any movement of an electrically charged particle produces an electromagnetic wave.
This wave alternates between the establishment of an electrical field and a magnetic field.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-1+1
Standard Description: Electromagnetic waves are created when electrically charged particles move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-1+2
Standard Description: These waves consist of alternating electric and magnetic fields.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-1+3
Standard Description: Electromagnetic waves can travel through empty space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-2
Standard Description: Some waves, such as sound and water, transfer energy through matter, but electromagnetic radiation travels through empty space as well as through some kinds of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-2+1
Standard Description: Electromagnetic radiation can travel through empty space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-2+2
Standard Description: Sound and water waves need matter to transfer energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-3
Standard Description: All electromagnetic waves have the same speed in a vacuum, about 300,000 kilometers per second or 186,000 miles per second; labeled c.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-3+1
Standard Description: All electromagnetic waves travel at the same speed in a vacuum, which is about 300,000 kilometers per second or 186,000 miles per second.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-4
Standard Description: Electromagnetic waves carry energy through space and are used to transmit information, e.g., through devices such as radio, television, cellular phones, and Bluetooth technology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-4+1
Standard Description: Electromagnetic waves carry energy through space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1B
Cluster Name: Electromagnetic Waves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1B-4+2
Standard Description: These waves are used to transmit information through devices like radios and cell phones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-1
Standard Description: Electromagnetic waves vary in their frequency, resulting in a continuous spectrum of waves, called the electromagnetic spectrum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-1+1
Standard Description: Electromagnetic waves have different frequencies, which create a continuous range called the electromagnetic spectrum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-1+2
Standard Description: The electromagnetic spectrum includes all types of electromagnetic waves, from radio waves to gamma rays.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-1+3
Standard Description: Visible light is a small part of the electromagnetic spectrum that humans can see.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-2
Standard Description: The longest wavelengths on the spectrum: radio waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-2+1
Standard Description: Radio waves have the longest wavelengths in the electromagnetic spectrum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-2+2
Standard Description: Radio waves have the lowest energy compared to other electromagnetic waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-2+3
Standard Description: Radio waves are used for communication over long distances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-3
Standard Description: Shorter wavelengths: microwaves, infrared waves, visible light, ultraviolet light, X rays, and gamma rays.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-3+1
Standard Description: Microwaves have shorter wavelengths than radio waves and are used in cooking and radar.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-3+2
Standard Description: Infrared waves are longer than visible light and are used in remote controls and thermal imaging.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-3+3
Standard Description: Ultraviolet light has shorter wavelengths than visible light and can cause sunburn.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-3+4
Standard Description: X-rays have even shorter wavelengths and are used in medical imaging.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-3+5
Standard Description: Gamma rays have the shortest wavelengths and are used in cancer treatment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-4
Standard Description: Visible light is the small portion of the electromagnetic spectrum that we see.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-4+1
Standard Description: Visible light is the part of the electromagnetic spectrum that can be detected by human vision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-4+2
Standard Description: Visible light is a small portion of the electromagnetic spectrum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-4+3
Standard Description: The sun emits visible light, which is essential for human vision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-5
Standard Description: Visible light ranges along the spectrum: red, orange, yellow, green, blue, to violet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-5+1
Standard Description: Visible light ranges from red, which has the longest wavelength, to violet, which has the shortest wavelength.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-5+2
Standard Description: Each color of visible light has a different wavelength, which determines its color.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-1
Unit Name: Light and Matter
Cluster ID: CKSci-G6-1C
Cluster Name: Characteristics of Light
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-1C-5+3
Standard Description: The sequence of colors in visible light is red, orange, yellow, green, blue, and violet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-1
Standard Description: Definition of energy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-1+1
Standard Description: Energy is the ability to cause change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-1+2
Standard Description: Energy can be transferred from one object to another or transformed from one form to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-1+3
Standard Description: Energy exists in different forms, such as sound, light, thermal energy (heat), and electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-2
Standard Description: Forms of energy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-2+1
Standard Description: Energy exists in different forms, such as sound, light, thermal energy, and electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-2+2
Standard Description: Each form of energy can cause changes in the world around us.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-3
Standard Description: Kinetic and potential energy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-3+1
Standard Description: Kinetic energy is the energy of motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-3+2
Standard Description: Potential energy is stored energy based on an object's position or condition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-3+3
Standard Description: Kinetic energy increases with the speed of an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-4
Standard Description: Forms of energy can be transformed into one another:
The energy of sound waves → mechanical energy of breaking glass
The energy of light waves hitting a solar panel → into electrical energy
The chemical energy → into fireworks

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-4+1
Standard Description: Energy can change from one form to another, such as sound energy transforming into mechanical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-4+2
Standard Description: Light energy can be transformed into electrical energy, like in solar panels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-4+3
Standard Description: Chemical energy can be converted into other forms, such as in fireworks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-5
Standard Description: Joules: metric unit measure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-5+1
Standard Description: Joules are the metric unit used to measure energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2A
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2A-5+2
Standard Description: Energy can be quantified in joules, which helps us understand how much energy is involved in different processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-1
Standard Description: Thermal energy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-1+1
Standard Description: Thermal energy is the energy that comes from the movement of particles in a substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-1+2
Standard Description: Heat is the transfer of thermal energy from a warmer object to a cooler one.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-1+3
Standard Description: Temperature is a measure of the average kinetic energy of particles in a substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-1+4
Standard Description: Thermal energy can be transferred through conduction, convection, and radiation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-1+5
Standard Description: Heat naturally flows from hotter objects to cooler ones until they reach the same temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-2
Standard Description: Understanding how heat passes through, or is kept from passing though, the walls of a container can give us evidence of the movement of thermal energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-2+1
Standard Description: Heat can move through the walls of a container, affecting the temperature inside.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-2+2
Standard Description: When there is a temperature difference between two systems, energy transfers from the warmer to the cooler system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-2+3
Standard Description: The greater the temperature difference, the more energy is transferred between the systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-2+4
Standard Description: This transfer of energy can be observed by measuring temperature changes inside and outside the container.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-3
Standard Description: Scientific meaning of heat is the movement of thermal energy from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-3+1
Standard Description: In science, heat refers to the energy transferred due to the temperature difference between two objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-3+2
Standard Description: Heat is the movement of thermal energy from a warmer object to a cooler one.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-3+3
Standard Description: Temperature is not a measure of energy but is related to the average kinetic energy of particles in a substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-3+4
Standard Description: The transfer of thermal energy occurs when particles collide, transferring energy from one to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-4
Standard Description: Temperature: related to how rapidly particles are moving.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-4+1
Standard Description: Temperature is a measure of the average kinetic energy of the particles in a substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-4+2
Standard Description: Particles move faster when they have more kinetic energy, which corresponds to a higher temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-4+3
Standard Description: In a sample of matter, not all particles have the same kinetic energy, but the temperature reflects the average kinetic energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-4+4
Standard Description: As particles collide, they transfer kinetic energy, affecting their speed and the temperature of the substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-5
Standard Description: Conduction, convection, and radiation: ways thermal energy is transferred

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-5+1
Standard Description: Conduction is the transfer of thermal energy through direct contact between particles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-5+2
Standard Description: Convection involves the movement of fluid particles, transferring heat as they move from one place to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-5+3
Standard Description: Radiation is the transfer of energy through electromagnetic waves, which can occur even in a vacuum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-5+4
Standard Description: Each method of thermal energy transfer operates under different conditions and involves different processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-6
Standard Description: The passive direction of heat transfer is hotter to colder.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-6+1
Standard Description: Heat naturally transfers from a hotter object to a cooler one.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-6+2
Standard Description: This transfer continues until both objects reach the same temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2B
Cluster Name: Thermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2B-6+3
Standard Description: The direction of heat transfer is always from the warmer to the cooler region.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-1
Standard Description: Role of heating of the earth in establishing air and ocean currents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-1+1
Standard Description: The sun heats the Earth's surface, causing the air above it to warm up and rise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-1+2
Standard Description: As warm air rises, cooler air moves in to take its place, creating wind.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-1+3
Standard Description: This movement of air due to heating and cooling is called convection.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-1+4
Standard Description: Convection currents in the atmosphere help to form air currents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-1+5
Standard Description: The sun also heats the ocean, causing water to warm up and rise, creating ocean currents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-2
Standard Description: How ocean currents such as the Gulf Stream and Kuroshio are kept in motion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-2+1
Standard Description: The Gulf Stream is a major ocean current that moves warm water from the Gulf of Mexico along the east coast of the United States and toward Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-2+2
Standard Description: The Gulf Stream's warm water provides heat and moisture to the atmosphere, influencing the climate of nearby regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-2+3
Standard Description: The Gulf Stream moves a large volume of water swiftly, creating a river-like flow within the ocean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-3
Standard Description: Variations of ocean temperatures and salinity help drive ocean currents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-3+1
Standard Description: Variations in ocean temperature and salinity cause differences in water density.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-3+2
Standard Description: Denser water sinks while less dense water rises, creating a movement pattern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-2
Unit Name: Thermal Energy
Cluster ID: CKSci-G6-2C
Cluster Name: Thermal Energy and Currents
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-2C-3+3
Standard Description: These movements help drive the global pattern of interconnected ocean currents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-1
Standard Description: Definition and causes of weather

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-1+1
Standard Description: Weather is the condition of the air at a particular time and place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-1+2
Standard Description: Weather is caused by the movement of air and the interaction of air masses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-1+3
Standard Description: Weather conditions include air temperature, air pressure, humidity, precipitation, wind speed, and direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-1+4
Standard Description: Weather can be observed and measured using instruments like thermometers, barometers, and anemometers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-2
Standard Description: Definition and cause of air masses
Role of air masses in changing weather conditions
Colliding air masses can cause sudden changes in the weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-2+1
Standard Description: Air masses are large bodies of air with similar temperature and humidity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-2+2
Standard Description: Air masses move horizontally and can meet at boundaries called fronts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-2+3
Standard Description: When air masses collide, they can cause changes in weather, such as precipitation and storms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-2+4
Standard Description: The boundary where two air masses meet is called a front.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3
Standard Description: Weather conditions: air temperature, air pressure, humidity, precipitation, warm and cold weather fronts, wind speed and direction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3+1
Standard Description: Air temperature is a measure of how hot or cold the air is.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3+2
Standard Description: Air pressure is the force of air pressing down on Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3+3
Standard Description: Humidity is the amount of water vapor in the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3+4
Standard Description: Precipitation includes rain, snow, sleet, or hail that falls to the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3+5
Standard Description: Weather fronts are boundaries between different air masses, leading to changes in weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-3+6
Standard Description: Wind speed and direction describe how fast the air is moving and where it is coming from.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-4
Standard Description: Weather data can be obtained by visual observation, instruments on the earth, radar, weather balloons, and satellites.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-4+1
Standard Description: Weather data can be collected through visual observation and various instruments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-4+2
Standard Description: Weather balloons carry instruments to measure air pressure, temperature, and humidity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-4+3
Standard Description: Radar is used to observe weather patterns and predict storm paths.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-4+4
Standard Description: Satellites take pictures of clouds and precipitation, sending data back to Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-5
Standard Description: Examination of weather patterns can lead to weather prediction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-5+1
Standard Description: Meteorologists study weather patterns to predict future weather conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-5+2
Standard Description: Weather patterns are identified by analyzing data collected over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3A
Cluster Name: Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3A-5+3
Standard Description: Patterns in weather data help meteorologists make predictions about upcoming weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-1
Standard Description: Definition of climate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-1+1
Standard Description: Climate is the average pattern of weather conditions in a region over a long period of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-1+2
Standard Description: Climate includes factors like temperature, humidity, and precipitation that are consistent over many years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-2
Standard Description: Climate conditions—how long they last and how they change over time

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-2+1
Standard Description: Climate conditions are the typical weather patterns in a region over a long period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-2+2
Standard Description: Climate conditions can change over time due to natural processes and human activities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-3
Standard Description: The Koppen system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-3+1
Standard Description: The Köppen system classifies Earth's climates into five main types: tropical, dry, temperate, continental, and polar.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-3+2
Standard Description: Each climate type in the Köppen system is further divided into subcategories based on temperature and precipitation patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-4
Standard Description: Familiar climates: tundra, rainforest, temperate, desert, and humid continental

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-4+1
Standard Description: Tundra climates are cold and dry, with frozen soil that supports only a few types of plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-4+2
Standard Description: Rainforest climates are warm and wet, supporting diverse plant and animal life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-4+3
Standard Description: Temperate climates have moderate temperatures and precipitation, with distinct seasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-4+4
Standard Description: Desert climates are dry with very little rainfall, and can be hot or cold.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-4+5
Standard Description: Humid continental climates have warm summers, cold winters, and moderate precipitation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-5
Standard Description: Climate from millions of years ago can be determined by various scientific methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-5+1
Standard Description: Scientists use ice cores, fossils, and sediment layers to study climates from millions of years ago.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3B
Cluster Name: Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3B-5+2
Standard Description: Ice cores contain trapped air bubbles that reveal past atmospheric conditions, including greenhouse gas levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-1
Standard Description: Definition and causes of the water (hydrologic) cycle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-1+1
Standard Description: The water cycle is the continuous movement of water on, above, and below the surface of the Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-1+2
Standard Description: The sun provides energy that causes water to evaporate from the surface of the Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-1+3
Standard Description: Water vapor rises, cools, and condenses into clouds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-1+4
Standard Description: Precipitation occurs when water falls back to Earth as rain, snow, sleet, or hail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-1+5
Standard Description: Gravity causes water to flow downhill, moving it through rivers and streams back to the oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-2
Standard Description: Diagram all parts of the water cycle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-2+1
Standard Description: The water cycle includes processes like evaporation, condensation, precipitation, and collection.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-2+2
Standard Description: Evaporation is when the sun heats up water in rivers, lakes, or oceans, and turns it into vapor or steam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-2+3
Standard Description: Condensation occurs when water vapor in the air cools down and changes back into liquid, forming clouds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-2+4
Standard Description: Precipitation happens when so much water has condensed that the air cannot hold it anymore, and it falls back to the Earth as rain, snow, sleet, or hail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-2+5
Standard Description: Collection is when water falls back to Earth as precipitation and collects in oceans, rivers, lakes, or the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-3
Standard Description: Relationship to weather

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-3+1
Standard Description: Weather is influenced by the movement of water in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-3+2
Standard Description: The sun heats the Earth's surface, causing water to evaporate and form clouds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-3+3
Standard Description: Clouds can lead to precipitation, which affects local weather conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-3
Unit Name: Weather, Climate, and Water Cycling
Cluster ID: CKSci-G6-3C
Cluster Name: The Water Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-3C-3+4
Standard Description: Ocean currents and winds play a major role in determining weather patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-1
Standard Description: Formation of the sun, Earth, and other planets

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-1+1
Standard Description: The Sun formed in the center of a disk of gas and dust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-1+2
Standard Description: Gravity pulled the gas and dust together to form clumps.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-1+3
Standard Description: Over millions of years, these clumps collided to form larger planets, including Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-2
Standard Description: Makeup and thickness of Earth's crust and mantle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-2+1
Standard Description: Earth's crust is the outermost layer where we live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-2+2
Standard Description: The crust is broken into plates that move over the mantle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-2+3
Standard Description: The mantle is the thickest layer beneath the crust, made mostly of solid rock that can flow slowly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-3
Standard Description: Earth's outer and inner cores

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-3+1
Standard Description: Earth's outer core is a layer of liquid metal, mainly iron and nickel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-3+2
Standard Description: The outer core is responsible for Earth's magnetic field.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-3+3
Standard Description: Earth's inner core is a solid sphere made mostly of iron.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-3+4
Standard Description: The inner core is extremely hot, with temperatures similar to the surface of the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-4
Standard Description: The cycling of Earth's materials as exemplified by the rock cycle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-4+1
Standard Description: The rock cycle is a continuous process where rocks change from one type to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-4+2
Standard Description: Igneous rock forms when magma cools and solidifies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-4+3
Standard Description: Sedimentary rock forms from the compaction and cementation of sediments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4A
Cluster Name: Layered Structure of the Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4A-4+4
Standard Description: Metamorphic rock forms when existing rock is changed by heat and pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-1
Standard Description: Mountains rise and fall.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-1+1
Standard Description: Mountains can rise when tectonic plates collide and push the land upward.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-1+2
Standard Description: Mountains can fall when erosion wears them down over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-1+3
Standard Description: The balance between uplift from tectonic activity and erosion determines a mountain's height.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-2
Standard Description: Volcanoes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-2+1
Standard Description: Volcanoes occur where oceanic plates collide with continental plates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: CKSci-G6-4B-2+1
Standard Description: Volcanoes are geological formations where magma can erupt through the crust, often forming a mountain or hill with a crater or vent. [crater]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-2+2
Standard Description: Volcanoes can build up or destroy landforms when they erupt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-2+3
Standard Description: Volcanic eruptions can add new earth material to existing landforms or destroy them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-2+4
Standard Description: Volcanoes are often located at tectonic plate boundaries, where plates move apart or come together. [boundaries]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-2+5
Standard Description: Geysers and volcanoes both involve underground heat affecting surface formations; however, geysers eject water while volcanoes eject molten rock or lava. [geyser]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-3
Standard Description: Earthquakes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-3+1
Standard Description: Earthquakes occur when tectonic plates move against each other and get stuck, then suddenly release.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-3+2
Standard Description: The energy released during an earthquake travels in waves that cause the ground to shake.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-3+3
Standard Description: Earthquakes are common along plate boundaries where plates collide, move apart, or slide past each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-4
Standard Description: Large areas of Earth move over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-4+1
Standard Description: Large areas of Earth's surface move due to the movement of tectonic plates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-4+2
Standard Description: Tectonic plates are large sections of Earth's crust that move slowly over the mantle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4B
Cluster Name: Earth Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4B-4+3
Standard Description: The movement of tectonic plates can cause continents to drift over millions of years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-1
Standard Description: Effect of plate tectonics on the surface of Earth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-1+1
Standard Description: The Earth's surface is made up of large plates that move slowly over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-1+2
Standard Description: When these plates move, they can cause mountains to form or grow taller.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-1+3
Standard Description: Plate movements can also cause earthquakes, which are sudden shifts in the Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-1+4
Standard Description: Volcanoes occur where oceanic plates collide with continental plates, and can build up or destroy landforms when they erupt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-2
Standard Description: Causes and speed of the movement of the plates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-2+1
Standard Description: Tectonic plates move because they sit on top of deeper, warmer rock layers that are slowly moving.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-2+2
Standard Description: The movement of these plates is caused by the flow of magma beneath them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-2+3
Standard Description: Plates move at different speeds and in various directions, which can lead to interactions such as collisions or separations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4C
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4C-2+4
Standard Description: The speed of plate movement is very slow, often just a few centimeters per year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-1
Standard Description: Evidence for long-term movement of plates: fit of continents and matches of rock types, fossils, ocean floor age, topography, ancient climate zones, locations of earthquakes, volcanoes, mountain ranges, and magnetic directions in ancient rocks

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-1+1
Standard Description: The continents fit together like puzzle pieces, suggesting they were once connected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: CKSci-G6-4D-1+1
Standard Description: The fit of continental coastlines, like South America and Africa, suggests that continents were once joined and have since drifted apart. [continental_drift]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-1+2
Standard Description: Similar rock types and fossils are found on continents that are now far apart.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKSci-G6-4D-1+2
Standard Description: Similar rock types and structures, like mountain ranges and rock formations across continents, indicate they were once connected and part of a larger landmass. [rock_formations]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKSci-G6-4D-1+3
Standard Description: Fossil evidence shows that identical species once lived on continents that are now separated by oceans, indicating the continents were once joined. [fossils]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-1+3
Standard Description: The age of the ocean floor increases with distance from mid-ocean ridges, showing plates move over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-1+4
Standard Description: Earthquakes and volcanoes often occur along plate boundaries, indicating movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKSci-G6-4D-1+4
Standard Description: The age of the ocean floor shows that new crust is created at mid-ocean ridges and is younger near the ridges while getting older further away, suggesting seafloor spreading. [seafloor_spreading]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: CKSci-G6-4D-1+5
Standard Description: The ocean floors topography, including features like mid-ocean ridges and trenches, provides evidence for plate tectonics through their formation by plate movements. [topography]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-1+5
Standard Description: Magnetic patterns in ancient rocks show changes in Earth's magnetic field, supporting the idea of moving plates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKSci-G6-4D-1+6
Standard Description: Magnetic striping on the ocean floor, caused by the periodic reversal of Earths magnetic field, records the history of seafloor spreading and continental drift. [magnetic_strip]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKSci-G6-4D-1+7
Standard Description: Ancient climate zones, as determined by fossil records and geological evidence, indicate past locations of continents before they drifted to their current positions. [climate_zones]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKSci-G6-4D-1+8
Standard Description: Earthquakes primarily occur at plate boundaries where plates interact, either by colliding, sliding past each other, or pulling apart. [plate_boundaries]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKSci-G6-4D-1+9
Standard Description: Volcanoes often form at convergent or divergent plate boundaries where magma from the mantle can reach the Earths surface. [magma]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-2
Standard Description: The continents were once joined into a continent called Pangaea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-2+1
Standard Description: The continents were once part of a single large landmass called Pangaea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-2+2
Standard Description: Pangaea existed hundreds of millions of years ago before breaking apart into the continents we see today.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-4
Unit Name: Plate Tectonics and Rock Cycling
Cluster ID: CKSci-G6-4D
Cluster Name: Evidence of Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-4D-2+3
Standard Description: The movement of tectonic plates caused the continents to drift to their current positions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-1
Standard Description: Tsunamis are caused most often by earthquakes.
People can predict the movement of tsunamis and thereby prepare for their arrivals and reduce damage to people and property.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-1+1
Standard Description: Tsunamis are large waves caused by sudden movements of the ocean floor, often due to earthquakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-1+2
Standard Description: Most tsunamis are triggered by strong, shallow earthquakes along colliding plate boundaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-1+3
Standard Description: Tsunamis can be predicted by analyzing data about past occurrences and understanding the cause-and-effect relationship between earthquakes and tsunamis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-1+4
Standard Description: Predicting tsunamis helps communities prepare and reduce damage to people and property.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-2
Standard Description: Landslides often happen quickly and can be massive movements of soil and rocks that can inflict major damage to roads and homes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-2+1
Standard Description: Landslides are sudden movements of large amounts of soil and rocks down a slope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-2+2
Standard Description: They can occur without warning and cause significant damage to roads and homes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-2+3
Standard Description: Landslides are often triggered by natural events like heavy rain or earthquakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-3
Standard Description: Floods, including flash floods, are a major hazard in many parts of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-3+1
Standard Description: Floods are large amounts of water covering land that is usually dry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-3+2
Standard Description: Flash floods happen quickly and with little warning, often due to heavy rain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-3+3
Standard Description: Floods can cause significant damage to homes, roads, and the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5A
Cluster Name: Landslides and Floods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5A-3+4
Standard Description: Floods are a major hazard in many parts of the world, affecting both urban and rural areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-1
Standard Description: Definition of fronts, and their role in creation of hazardous weather

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-1+1
Standard Description: Fronts are boundaries where two different air masses meet, often leading to changes in weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-1+2
Standard Description: Cold fronts occur when a cold air mass pushes under a warm air mass, causing the warm air to rise and potentially leading to stormy weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-1+3
Standard Description: Warm fronts happen when a warm air mass slides over a cold air mass, usually bringing gentle rain and warmer temperatures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-1+4
Standard Description: Stationary fronts occur when two air masses are stuck in place, which can lead to prolonged periods of rain or snow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-1+5
Standard Description: Occluded fronts form when a cold air mass overtakes a warm air mass, often resulting in intense precipitation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-2
Standard Description: Atmospheric conditions that lead to hurricanes (cyclones)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-2+1
Standard Description: Hurricanes form over warm ocean waters and are fueled by the heat and moisture from the ocean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-2+2
Standard Description: Warm air rises from the ocean surface, creating low pressure below, which pulls in more air and moisture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-2+3
Standard Description: As the warm, moist air rises, it cools and condenses, forming clouds and releasing heat, which powers the storm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-2+4
Standard Description: Hurricanes typically form during the hurricane season, from June to November, when ocean temperatures are highest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-2+5
Standard Description: The rotation of the Earth causes the storm to spin, creating the characteristic circular pattern of a hurricane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-3
Standard Description: Importance of accurate weather predictions in planning for severe weather conditions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-3+1
Standard Description: Accurate weather predictions help people plan for severe weather by providing early warnings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-3+2
Standard Description: Weather forecasts can indicate when it is necessary to move to a safe place or prepare homes for severe conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-3+3
Standard Description: Meteorologists use data from various tools to predict severe weather and communicate warnings to the public.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5B
Cluster Name: Hazardous Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5B-3+4
Standard Description: Early-warning systems, such as sirens and weather radios, alert people to approaching severe weather, allowing them to take safety measures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-1
Standard Description: Earthquakes caused by stress of plate boundaries moving against each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-1+1
Standard Description: Earthquakes occur when Earth's plates move against each other and get stuck, then suddenly release.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-1+2
Standard Description: The focus is the point below Earth's surface where an earthquake begins.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-1+3
Standard Description: The epicenter is the point on Earth's surface directly above the focus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-2
Standard Description: Earthquake vibrations cause waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-2+1
Standard Description: Earthquake vibrations create seismic waves that travel through the Earth's crust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-2+2
Standard Description: There are two main types of seismic waves: primary waves (P waves) and secondary waves (S waves).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-2+3
Standard Description: P waves are faster and can move through both liquids and solids, while S waves are slower and can only move through solids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-3
Standard Description: Focus: the point below the surface where the quake begins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-3+1
Standard Description: The focus is the point inside the Earth where an earthquake starts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-3+2
Standard Description: The depth of the focus affects the strength and impact of the earthquake on the surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4
Standard Description: Epicenter: the point on the surface above the focus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4+1
Standard Description: Richter scale

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4+1+1
Standard Description: The Richter scale measures the magnitude of an earthquake based on the size of its seismic waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4+1+2
Standard Description: Each whole number increase on the Richter scale represents a tenfold increase in measured amplitude and roughly 32 times more energy release.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4+2
Standard Description: Most volcanoes are caused by plate boundaries pulling apart or coming together.
Some caused by plates moving over hot spots (e.g., the Hawaiian Islands)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4+2+1
Standard Description: Most volcanoes form at the boundaries where Earth's plates pull apart or collide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-5
Unit Name: Natural Hazards
Cluster ID: CKSci-G6-5C
Cluster Name: Earthquakes and Volcanoes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-5C-4+2+2
Standard Description: Volcanoes can also form over hot spots, where magma rises through the crust, such as in the Hawaiian Islands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-1
Standard Description: Cells are the basis of all living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-1+1
Standard Description: Cells are the smallest unit of life and make up all living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-1+2
Standard Description: An organism can be made of one cell or many cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-1+3
Standard Description: Cells are the basic building blocks of life, forming tissues and organs in multicellular organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-2
Standard Description: Differences between unicellular and multicellular organisms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-2+1
Standard Description: Unicellular organisms consist of only one cell and can perform all necessary life functions within that single cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-2+2
Standard Description: Multicellular organisms are made up of many cells that work together, with different cells having specialized functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-2+3
Standard Description: Unicellular organisms, like bacteria, can live independently, while multicellular organisms rely on a system of cells working together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-3
Standard Description: Types and function of cellular membranes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-3+1
Standard Description: Cell membranes are flexible boundaries that surround the cell and hold its contents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-3+2
Standard Description: Cell membranes control what enters and exits the cell, allowing nutrients in and waste out.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-3+3
Standard Description: Plant cells have an additional rigid boundary called the cell wall, which provides structural support.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-4
Standard Description: Membranes, cytoplasm, and organelle are cell components.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-4+1
Standard Description: Cell membranes are the flexible outer boundaries of cells that hold the cell's contents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-4+2
Standard Description: Cytoplasm is the jelly-like substance inside the cell where organelles are found.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-4+3
Standard Description: Organelles are specialized structures within the cell that perform specific functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-5
Standard Description: Cell organelles include the nucleus, mitochondria, and chloroplasts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-5+1
Standard Description: The nucleus is an organelle that contains the cell's genetic material and controls the cell's activities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-5+2
Standard Description: Mitochondria are organelles that produce energy for the cell through a process called cellular respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-5+3
Standard Description: Chloroplasts are organelles found in plant cells that capture sunlight to produce food for the plant through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-6
Standard Description: Chromosomes and their role in cell function and reproduction
DNA
Mutations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-6+1
Standard Description: Chromosomes are structures within the cell's nucleus that contain DNA, the genetic material.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-6+2
Standard Description: DNA is a molecule with a double helix structure that contains genetic instructions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6A
Cluster Name: Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6A-6+3
Standard Description: Mutations are changes in the DNA sequence that can affect traits and can be inherited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-1
Standard Description: Role of cell division in growth and reproduction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-1+1
Standard Description: Cell division is a process where a single cell splits to form two new cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-1+2
Standard Description: This process helps in the growth of living things by making more cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-1+3
Standard Description: Cell division is also important for repairing injuries by filling gaps with new cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-1+4
Standard Description: Cells grow bigger before they split to ensure the new cells are the same size as the original cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-2
Standard Description: Types of cell division:
Mitosis
Meiosis and its association with sexual reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-2+1
Standard Description: Mitosis is a type of cell division that results in two identical cells from one parent cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-2+2
Standard Description: Meiosis is a type of cell division that reduces the number of chromosomes by half, creating four unique cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-2+3
Standard Description: Meiosis is important for sexual reproduction because it produces gametes, like sperm and eggs, with half the usual number of chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-3
Standard Description: Sexual reproduction involves meiosis and the fusion of gametes (egg and sperm).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-3+1
Standard Description: Sexual reproduction involves the fusion of two gametes, one from each parent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-3+2
Standard Description: Each gamete carries half of the chromosomes needed to form a new organism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-3+3
Standard Description: When the gametes fuse, they form a zygote with a complete set of chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-4
Standard Description: Sexual reproduction allows for variation between parent and offspring due to crossing over, mutations, and other factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-4+1
Standard Description: Sexual reproduction creates genetic variation because of the mixing of genes from two parents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-4+2
Standard Description: Crossing over during meiosis leads to new combinations of genes, contributing to variation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6B
Cluster Name: Cell Division
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6B-4+3
Standard Description: Mutations can introduce new traits that may be passed on to offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-1
Standard Description: A group of similar cells usually performing one function is called a tissue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-1+1
Standard Description: A tissue is a group of similar cells that work together to perform a specific function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-1+2
Standard Description: Tissues are made up of cells that are structured differently depending on their function in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-2
Standard Description: Tissues work together to form organs in both plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-2+1
Standard Description: Tissues work together to form organs, which are structures in living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-2+2
Standard Description: Organs are made up of different types of tissues that perform specific functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-3
Standard Description: Organs work together to form organ systems, such as the muscular and skeletal system of humans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-3+1
Standard Description: Organs work together to form organ systems, which are groups of organs that perform specific functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 6th Grade
Unit ID: CKSci-G6-6
Unit Name: Cells and Systems
Cluster ID: CKSci-G6-6C
Cluster Name: Cells, Organs, Organ Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G6-6C-3+2
Standard Description: The muscular and skeletal systems are examples of organ systems that work together to enable movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-1
Standard Description: A chemical reaction is indicated by changes in color, odor, or temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-1+1
Standard Description: A chemical reaction can be identified by changes in color, odor, or temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-2
Standard Description: In a chemical reaction, a new substance is form, called the product. The substances that interact in a chemical reaction are called reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-2+1
Standard Description: In a chemical reaction, the substances that start the reaction are called reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-2+2
Standard Description: The new substances formed as a result of a chemical reaction are called products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-3
Standard Description: The total number of atoms in the reactants is the same as the total number of atoms in the product. Matter is neither created nor destroyed in chemical reactions—it is conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-3+1
Standard Description: In a chemical reaction, the total number of each type of atom is conserved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-3+2
Standard Description: Matter is neither created nor destroyed in chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-4
Standard Description: Equations describe chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-4+1
Standard Description: Chemical equations use symbols to represent the substances involved in a chemical reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1A
Cluster Name: Matter in Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1A-4+2
Standard Description: The arrow in a chemical equation indicates the direction of the reaction, showing reactants transforming into products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-1
Standard Description: Atom: consists of a nucleus and electrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-1+1
Standard Description: An atom consists of a nucleus and electrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-1+2
Standard Description: The nucleus is the central part of an atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-1+3
Standard Description: Electrons orbit around the nucleus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-2
Standard Description: Nucleus: consists of protons and neutrons, both of which are built from quarks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-2+1
Standard Description: The nucleus of an atom contains protons and neutrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-2+2
Standard Description: Protons are positively charged particles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-2+3
Standard Description: Neutrons have no charge and are neutral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-3
Standard Description: Elements: substances consisting of only one kind of atom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-3+1
Standard Description: An element is a substance made entirely of one kind of atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-3+2
Standard Description: Each element has its own distinct properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-3+3
Standard Description: The periodic table organizes elements based on their properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-4
Standard Description: Compounds: made up of two or more atoms and have properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-4+1
Standard Description: Compounds are made up of two or more different types of atoms bonded together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-4+2
Standard Description: Compounds have unique properties that differ from the individual elements they are made of.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1B
Cluster Name: Atoms, Elements, and Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1B-4+3
Standard Description: Compounds can be formed through covalent or ionic bonding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-1
Standard Description: Role of chemical bonds in formation of compounds

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-1+1
Standard Description: Chemical bonds hold atoms together in compounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-1+2
Standard Description: Covalent bonds form when atoms share electrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-1+3
Standard Description: Ionic bonds form when atoms transfer electrons, creating charged ions that attract each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-2
Standard Description: Role of electrons in formation of compounds

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-2+1
Standard Description: Electrons are negatively charged particles that orbit the nucleus of an atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-2+2
Standard Description: Electrons can be shared between atoms to form covalent bonds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-2+3
Standard Description: In ionic bonds, electrons are transferred from one atom to another, creating ions that attract each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-3
Standard Description: Models can represent chemical compounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-3+1
Standard Description: Models help us understand how atoms are joined together in molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-3+2
Standard Description: Different types of models can show the arrangement and connections of atoms in a molecule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-1
Unit Name: Chemical Reactions and Matter
Cluster ID: CKSci-G7-1C
Cluster Name: Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-1C-3+3
Standard Description: Models can represent molecules in various ways, such as ball-and-stick or space-filling models.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-1
Standard Description: When a chemical reaction occurs it will be accompanied by either absorbing energy or releasing energy. The energy may be in any of the following or any combination: Thermal energy; Light; Sound; Motion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-1+1
Standard Description: Chemical reactions can either absorb or release energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-1+2
Standard Description: Energy changes in chemical reactions can be observed as heat, light, sound, or motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-1+3
Standard Description: Exothermic reactions release energy to the surroundings, making them feel warm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-1+4
Standard Description: Endothermic reactions absorb energy from the surroundings, making them feel cold.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-2
Standard Description: In a chemical reaction, a new substance is form, called the product. The substances that interact in a chemical reaction are called reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-2+1
Standard Description: In a chemical reaction, the starting substances are called reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-2+2
Standard Description: The substances formed as a result of a chemical reaction are called products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-2+3
Standard Description: Reactants undergo a change to form products with different properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-3
Standard Description: Examples: fireworks give off heat, light, odor, and sound; exploding dynamite gives off sound and motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-3+1
Standard Description: Fireworks release energy in the form of heat, light, sound, and odor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-3+2
Standard Description: Exploding dynamite releases energy as sound and motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-4
Standard Description: Energy in any chemical reaction is never created or destroyed, it just changes form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-4+1
Standard Description: Energy in a chemical reaction is not created or destroyed; it changes form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-4+2
Standard Description: The total energy before and after a chemical reaction remains the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2A
Cluster Name: Chemical Reactions and Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2A-4+3
Standard Description: Energy can be transferred between the reaction system and its surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-1
Standard Description: Some chemical reactions give off heat; they release thermal energy. These are exothermic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-1+1
Standard Description: Exothermic reactions release energy into the surroundings, making them feel warmer.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-1+2
Standard Description: Energy from exothermic reactions can be used to heat objects like food or create warmth in hand warmers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-1+3
Standard Description: The energy released in exothermic reactions comes from the rearrangement of particles in the reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-2
Standard Description: Some chemical reactions need heat to be input to occur; these are called endothermic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-2+1
Standard Description: Endothermic reactions absorb energy from the surroundings, making them feel cooler.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-2+2
Standard Description: Energy absorbed in endothermic reactions is used to break bonds in the reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-2+3
Standard Description: Endothermic reactions require an input of energy to start, known as activation energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-3
Standard Description: The energy released by a chemical reaction can be used to create useful products such as hand warmers, flameless heaters, and heating up food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-3+1
Standard Description: Chemical reactions can release energy that can be used to heat objects like food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-3+2
Standard Description: Flameless heaters use chemical reactions to warm food without a flame.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-3+3
Standard Description: Hand warmers use exothermic reactions to provide warmth by releasing heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-4
Standard Description: Chemical reactions may need thermal energy to occur; example. a spark needed to ignite gasoline.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-4+1
Standard Description: Some chemical reactions require an input of thermal energy to start, known as activation energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-4+2
Standard Description: A spark can provide the necessary energy to initiate a chemical reaction, such as igniting gasoline.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-4+3
Standard Description: Thermal energy is absorbed by the reactants to break bonds and start the reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-5
Standard Description: A catalyst is something that reduces the amount of energy needed for a chemical reaction to occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-5+1
Standard Description: A catalyst speeds up a chemical reaction by lowering the activation energy needed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-5+2
Standard Description: Catalysts are not consumed in the reaction, so they can be used repeatedly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-2
Unit Name: Chemical Reactions and Energy
Cluster ID: CKSci-G7-2B
Cluster Name: Using Energy of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-2B-5+3
Standard Description: Catalysts help reactions occur more easily and quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-1
Standard Description: The human body takes in food and breaks down the food by the process of digestion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-1+1
Standard Description: The digestive system takes in food and breaks it down through chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-1+2
Standard Description: Small food molecules get absorbed into the body's circulatory system through the small intestine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-1+3
Standard Description: The digestive system includes organs such as the mouth, esophagus, stomach, small intestine, and large intestine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-2
Standard Description: Digestion allows carbohydrates, proteins, fats, and vitamins to become available to all the cells in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-2+1
Standard Description: Carbohydrates, proteins, and fats are broken down into smaller molecules during digestion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-2+2
Standard Description: These smaller molecules are absorbed into the bloodstream and transported to cells throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-2+3
Standard Description: Vitamins are also absorbed during digestion and are essential for various cellular functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-3
Standard Description: Disruption of the processes of digestion and cell respiration can lead to disorders of human health.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-3+1
Standard Description: Disruptions in digestion can prevent the body from absorbing necessary nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-3+2
Standard Description: Cell respiration is a process that provides energy to cells and can be affected by health disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-3+3
Standard Description: Health disorders can arise when the body cannot properly digest food or perform cell respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-4
Standard Description: Humans are omnivores and must eat plants or other animals to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-4+1
Standard Description: Humans are omnivores, meaning they eat both plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-4+2
Standard Description: Eating a variety of foods helps humans get all the nutrients they need to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-4+3
Standard Description: Humans rely on both plant and animal sources for their dietary needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-5
Standard Description: Human health requires food and other substances such as vitamins and minerals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-5+1
Standard Description: Human health requires a variety of foods to provide essential nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-5+2
Standard Description: Vitamins and minerals are crucial for maintaining overall health and supporting bodily functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-5+3
Standard Description: A lack of essential nutrients can lead to health problems and diseases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-6
Standard Description: A balanced diet, e.g. the food pyramid or "MyPlate," includes carbohydrates, proteins, fats, vitamins, and minerals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-6+1
Standard Description: A balanced diet includes a variety of foods to provide all necessary nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-6+2
Standard Description: The food pyramid and MyPlate are tools to help plan a balanced diet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-6+3
Standard Description: Eating a balanced diet helps maintain good health and prevent malnutrition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-7
Standard Description: Humans must get vitamins from external sources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-7+1
Standard Description: Humans cannot produce vitamins on their own and must obtain them from food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-7+2
Standard Description: Vitamins are essential nutrients that support various bodily functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3A
Cluster Name: Humans and Food
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3A-7+3
Standard Description: A lack of vitamins can lead to health issues and deficiencies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-1
Standard Description: Energy for most life on earth comes from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-1+1
Standard Description: Energy for most life on Earth comes from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-1+2
Standard Description: Plants use sunlight to make glucose, a form of sugar, through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-1+3
Standard Description: Glucose provides energy for plants and is the starting point for energy flow in ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-2
Standard Description: Sunlight and the process of photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-2+1
Standard Description: Photosynthesis is the process by which plants use sunlight to convert carbon dioxide and water into glucose and oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-2+2
Standard Description: Chlorophyll in plant cells captures sunlight energy, which is essential for photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-2+3
Standard Description: Photosynthesis occurs in the chloroplasts of plant cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-3
Standard Description: Glucose is the major source of chemical energy for living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-3+1
Standard Description: Glucose is a simple sugar made by plants during photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-3+2
Standard Description: Glucose is the most important source of chemical energy in all organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-3+3
Standard Description: Animals absorb glucose for use in chemical reactions as food moves through the digestive system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-4
Standard Description: Food is both what we eat and the chemical substances cells need to perform chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-4+1
Standard Description: Food is broken down into smaller molecules through chemical reactions in the digestive system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-4+2
Standard Description: These smaller molecules are absorbed into the bloodstream and transported to cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-4+3
Standard Description: Cells use these molecules to perform chemical reactions that release energy needed for growth and activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-5
Standard Description: The three classes of chemicals that make up food are carbohydrates, proteins, and fats (lipids).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-5+1
Standard Description: Carbohydrates are sugars that can be broken down into glucose, which is used by the body for energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-5+2
Standard Description: Proteins are made of amino acids, which are needed to build and repair tissues in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-5+3
Standard Description: Fats, also known as lipids, are high-energy molecules that can be broken down into sugars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-6
Standard Description: Carbon, hydrogen, and oxygen (plus many others in lesser amounts) are the main constituents of cell chemistry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-6+1
Standard Description: Carbon is the backbone of life on Earth because it is the basis of many organic molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-6+2
Standard Description: Hydrogen is one of the most abundant atoms in food and forms bonds with many other atoms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3B
Cluster Name: Energy for Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3B-6+3
Standard Description: Oxygen is used in cellular respiration to release energy and is also a part of glucose and other food molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-1
Standard Description: Cellular respiration breaks down the sugar glucose and uses released chemical energy to allow all chemical reactions in the cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-1+1
Standard Description: Cellular respiration is a series of chemical reactions that convert oxygen and glucose into carbon dioxide and water, releasing energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-1+2
Standard Description: This energy is used to power all of a cell's activities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-1+3
Standard Description: Cellular respiration occurs in the mitochondria of both plant and animal cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-1+4
Standard Description: The balanced chemical equation for aerobic respiration is C6H12O6 + 6O2 ⇒ 6H2O + 6CO2.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-2
Standard Description: Only plants photosynthesize, but all living things (including plants) have cellular respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-2+1
Standard Description: Plants perform photosynthesis to make glucose and oxygen from sunlight, water, and carbon dioxide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-2+2
Standard Description: All living things, including plants, perform cellular respiration to obtain energy from glucose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-2+3
Standard Description: Cellular respiration in plants occurs in the mitochondria, similar to animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-3
Standard Description: While most living things use oxygen for cellular respiration, some do not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-3+1
Standard Description: Most living things use oxygen for cellular respiration, but some organisms can perform anaerobic respiration without oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-3+2
Standard Description: Anaerobic respiration releases less energy compared to aerobic respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-3+3
Standard Description: Some bacteria and yeast perform anaerobic respiration, producing products like lactic acid or alcohol.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-4
Standard Description: Animals must eat organic compounds from plants or other animals for energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-4+1
Standard Description: Animals cannot produce their own food and must consume organic compounds from plants or other animals to obtain energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-4+2
Standard Description: Energy from the sun is captured by plants and transferred through the food chain to animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-4+3
Standard Description: Animals use the energy from consumed food for growth, movement, and maintaining body functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-5
Standard Description: Humans need oxygen for most types of cellular respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-5+1
Standard Description: Humans need oxygen to release energy from food through cellular respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-5+2
Standard Description: Oxygen is inhaled into the lungs and transported by the blood to cells throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-5+3
Standard Description: Without sufficient oxygen, cells cannot efficiently produce energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-6
Standard Description: Oxygen is transported from the lungs to the cells through hemoglobin in the blood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-6+1
Standard Description: Oxygen is transported from the lungs to the cells through hemoglobin in red blood cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-6+2
Standard Description: Hemoglobin binds to oxygen in the lungs and releases it to cells throughout the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-6+3
Standard Description: Red blood cells carry carbon dioxide, a waste product, back to the lungs for exhalation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-7
Standard Description: The interdependence and balance between plant and animal life is bound to the processes of photosynthesis and respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-7+1
Standard Description: Plants and animals are interdependent through the processes of photosynthesis and respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-7+2
Standard Description: Plants produce oxygen and glucose through photosynthesis, which animals use for respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-7+3
Standard Description: Animals produce carbon dioxide and water through respiration, which plants use for photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-3
Unit Name: Metabolic Reactions
Cluster ID: CKSci-G7-3C
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-3C-7+4
Standard Description: This cycle helps maintain a balance of oxygen and carbon dioxide in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-1
Standard Description: The energy for most life comes from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-1+1
Standard Description: The energy for most life on Earth comes from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-1+2
Standard Description: Plants use sunlight to make and store food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-1+3
Standard Description: Sunlight energy is transformed into chemical energy by plant cells through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-1+4
Standard Description: The chemical energy produced is stored in the form of glucose, which is used by plants and other organisms for energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-2
Standard Description: Sunlight strikes the chemical chlorophyll, which is found in the leaf and stem tissues of plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-2+1
Standard Description: Chlorophyll is the pigment that gives plants their green color and allows them to capture sunlight energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-2+2
Standard Description: Chlorophyll is found in the chloroplasts of plant cells, primarily in the leaves and stems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-2+3
Standard Description: When sunlight strikes chlorophyll, it initiates the process of photosynthesis, enabling plants to convert light energy into chemical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-3
Standard Description: Sunlight energy is transformed into chemical energy by plant cells by a complex set of reactions called photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-3+1
Standard Description: Photosynthesis is the process by which plants use sunlight to convert carbon dioxide and water into glucose and oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-3+2
Standard Description: Sunlight provides the energy needed for the chemical reactions in photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-3+3
Standard Description: The energy from sunlight is transformed into chemical energy stored in glucose, which plants use for growth and energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-4
Standard Description: The result of photosynthesis is the formation of the simple sugar glucose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-4+1
Standard Description: The primary product of photosynthesis is glucose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-4+2
Standard Description: Glucose is a simple sugar that serves as an energy source for plants and other organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-4+3
Standard Description: During photosynthesis, plants convert carbon dioxide and water into glucose and oxygen using sunlight energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-5
Standard Description: Glucose is the chemical food of life on earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-5+1
Standard Description: Glucose is a simple sugar that is a primary energy source for living organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-5+2
Standard Description: Plants produce glucose through photosynthesis, using sunlight, carbon dioxide, and water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4A
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4A-5+3
Standard Description: Glucose serves as a building block for more complex carbohydrates, which are essential for plant structure and energy storage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-1
Standard Description: Glucose produced by plants is the food of all living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-1+1
Standard Description: Plants make glucose using sunlight, carbon dioxide, and water through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-1+2
Standard Description: Glucose is a type of sugar that provides energy for plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-1+3
Standard Description: All living things depend on the glucose produced by plants for energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-2
Standard Description: Matter (glucose, food) flows from plants to all other organisms in the ecosystem in feeding chains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-2+1
Standard Description: Plants are producers that make food using sunlight, carbon dioxide, and water through photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-2+2
Standard Description: Glucose made by plants is transferred to animals when they eat plants or other animals that have eaten plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-2+3
Standard Description: Energy from the sun is stored in plants and passed through the ecosystem as animals consume plants and each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-3
Standard Description: All the interacting food chains make up the food web of an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-3+1
Standard Description: A food web is made up of multiple connected food chains in an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-3+2
Standard Description: Food webs show how different organisms in an ecosystem depend on each other for food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-3+3
Standard Description: In a food web, some organisms may get energy from eating several different types of food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-4
Standard Description: About 10% of the food energy flows to the next level in food chain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-4+1
Standard Description: Only about 10% of the energy in food is passed to the next level in a food chain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-4+2
Standard Description: Most of the energy is used by organisms for daily activities and lost as heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-4+3
Standard Description: Energy pyramids show the decrease in available energy at each level of a food chain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-5
Standard Description: Bacteria and fungi recycle chemical substances and return organic matter to an ecosystem using carbon, oxygen, and nitrogen cycles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-5+1
Standard Description: Bacteria and fungi are decomposers that break down dead plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-5+2
Standard Description: Decomposers recycle nutrients back into the ecosystem, making them available for plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4B
Cluster Name: Matter and Energy in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4B-5+3
Standard Description: The carbon, oxygen, and nitrogen cycles are processes that move these elements through the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-1
Standard Description: Cycles of matter occur throughout all of earth's spheres, including the atmosphere, biosphere, geosphere, and hydrosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-1+1
Standard Description: Matter cycles through Earth's spheres, including the atmosphere, biosphere, geosphere, and hydrosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-1+2
Standard Description: These cycles involve the movement and transformation of matter, such as water, carbon, and nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-1+3
Standard Description: The cycles are essential for maintaining the balance of Earth's systems and supporting life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-2
Standard Description: Cycles of matter are called biogeochemical sice they involve both abiotic and biotic elements of the earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-2+1
Standard Description: Biogeochemical cycles involve both living (biotic) and non-living (abiotic) components of Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-2+2
Standard Description: These cycles help transfer essential elements like carbon and nitrogen through the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-2+3
Standard Description: Biogeochemical cycles are crucial for maintaining the balance of ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-3
Standard Description: The carbon, oxygen, and phosphorus cycles are important biogeochemical cycles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-3+1
Standard Description: The carbon cycle involves the movement of carbon through the atmosphere, biosphere, geosphere, and hydrosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-3+2
Standard Description: The oxygen cycle is crucial for maintaining the balance of oxygen in the atmosphere, supporting life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-4
Unit Name: Matter Cycling and Photosynthesis
Cluster ID: CKSci-G7-4C
Cluster Name: Cycles in Nature
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-4C-3+3
Standard Description: The phosphorus cycle is important for the formation of DNA and cell membranes in living organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-1
Standard Description: An ecosystem is all the biotic and abiotic factors that make up a defined area.
- Abiotic: temperature, wind, precipitation, soil type, weather, water conditions
- Biotic: all the living organisms in an area

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-1+1
Standard Description: An ecosystem includes all the living (biotic) and nonliving (abiotic) factors in a defined area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-1+2
Standard Description: Abiotic factors in an ecosystem include temperature, wind, precipitation, soil type, weather, and water conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-1+3
Standard Description: Biotic factors in an ecosystem include all the living organisms in the area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-2
Standard Description: Range of size of ecosystems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-2+1
Standard Description: Ecosystems can vary greatly in size, from a small pond to a large forest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-2+2
Standard Description: The size of an ecosystem does not determine its complexity; even small ecosystems can have complex interactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-3
Standard Description: An ecosystem consists of individual organisms, of populations made up of member of the same species, and of all other populations of all the species in the area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-3+1
Standard Description: An ecosystem consists of individual organisms and populations of the same species living in the same area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-3+2
Standard Description: Populations in an ecosystem include all the members of a species in a specific area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-3+3
Standard Description: Different populations in an ecosystem interact with each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-4
Standard Description: Limited resources promote competition among individuals and species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-4+1
Standard Description: Limited resources in an ecosystem lead to competition among organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-4+2
Standard Description: Competition occurs when organisms vie for the same resources, such as food, water, or space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-5
Standard Description: Species can interact symbiotically by mutualism, commensalism, and parasitism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-5+1
Standard Description: Species can interact in ecosystems through symbiotic relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-5+2
Standard Description: Mutualism is a type of symbiosis where both species benefit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-5+3
Standard Description: Commensalism is a type of symbiosis where one species benefits and the other is not affected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-5+4
Standard Description: Parasitism is a type of symbiosis where one species benefits at the expense of the other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-6
Standard Description: All ecosystems, regardless of size or nature, consist of interactions between producers and consumers and between predators and prey.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-6+1
Standard Description: All ecosystems have interactions between producers and consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-6+2
Standard Description: Producers make their own food using sunlight, and consumers eat producers or other consumers for energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-6+3
Standard Description: Predators hunt prey, and this interaction is a key part of ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-7
Standard Description: Ecosystems vary widely in type, but all involve similar interaction of biotic and abiotic factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-7+1
Standard Description: Ecosystems vary widely in type, but all involve interactions between living (biotic) and nonliving (abiotic) factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5A-7+2
Standard Description: Biotic factors include all living organisms, while abiotic factors include elements like temperature, water, and soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-1
Standard Description: Biotic and abiotic aspects of an ecosystem can change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-1+1
Standard Description: Ecosystems are made up of living and nonliving things that interact with each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-1+2
Standard Description: Changes in ecosystems can happen quickly or slowly, affecting the organisms living there.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-1+3
Standard Description: Biotic factors are the living parts of an ecosystem, like plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-1+4
Standard Description: Abiotic factors are the nonliving parts of an ecosystem, like water, sunlight, and soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-1+5
Standard Description: Organisms in an ecosystem must adapt to changes in biotic and abiotic factors to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-2
Standard Description: Ecosystem disruptions include: the immigration or emigration of new species, the arrival of prey organisms, long-term changes in precipitation, disasters such as flood or fire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-2+1
Standard Description: Ecosystem disruptions can be caused by natural events like fires, droughts, and volcanic eruptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-2+2
Standard Description: The arrival or departure of species can change the balance of an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-2+3
Standard Description: Long-term changes in weather patterns, such as precipitation, can disrupt ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-2+4
Standard Description: Natural disasters like floods can cause immediate and significant changes to ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-3
Standard Description: Poor agricultural practices can damage ecosystems. Examples are the destruction of rain forests for the production of palm oil and t monoculture farming that harm native prairies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-3+1
Standard Description: Poor agricultural practices, like monoculture farming, can deplete soil nutrients and harm ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-3+2
Standard Description: Deforestation for agriculture, such as palm oil production, destroys habitats and reduces biodiversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-3+3
Standard Description: Using chemicals in farming can lead to pollution of nearby water sources, affecting aquatic life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-4
Standard Description: Individuals and species may find the changes in conditions favorable or unfavorable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-4+1
Standard Description: Changes in an ecosystem can be beneficial or harmful to different species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-4+2
Standard Description: Some species may thrive in new conditions, while others may struggle to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-4+3
Standard Description: Species that cannot adapt to changes in their environment may face extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-5
Standard Description: Humans can preserve an ecosystem's structure, e.g. by wroking to preserve biodiversity or eliminate invasive species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-5+1
Standard Description: Humans can help preserve ecosystems by protecting biodiversity and removing invasive species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-5+2
Standard Description: Conservation efforts include creating protected areas where human activity is limited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-5
Unit Name: Ecosystem Dynamics
Cluster ID: CKSci-G7-5B
Cluster Name: Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-5B-5+3
Standard Description: Restoring habitats can help maintain the balance of ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-1
Standard Description: Humans use the energy inherent in natural resources to live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-1+1
Standard Description: Humans use natural resources to provide energy for much of modern life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-1+2
Standard Description: Energy from natural resources is essential for heating, transportation, and electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-1+3
Standard Description: The use of natural resources for energy impacts the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2
Standard Description: Renewable resources:
- Sunlight - solar panels and solar heating devices
- Wind - windmills
- Hydroelectric power uses the gravitational effect on water.
- Geothermal power uses thermal energy from Earth's interior.
- Tidal power uses the movement of oceanic tides.
- Biofuels use raw materials, such as forest resources, and are renewable if produced sustainably.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+1
Standard Description: Renewable resources include sunlight, wind, water, and geothermal heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+2
Standard Description: Sunlight can be converted into electricity using solar panels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+3
Standard Description: Wind energy is harnessed by wind turbines to generate electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+4
Standard Description: Hydroelectric power uses the energy of moving water to produce electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+5
Standard Description: Geothermal energy comes from heat within the Earth and can be used for power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+6
Standard Description: Tidal power captures energy from the movement of ocean tides.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-2+7
Standard Description: Biofuels are made from organic materials and can be replenished if managed sustainably.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-3
Standard Description: Nonrenewable resources:
- Fossil fuels such as oil, natural gas, and coal
- Nuclear power from uranium

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-3+1
Standard Description: Fossil fuels like coal, oil, and natural gas are nonrenewable because they take millions of years to form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-3+2
Standard Description: These fuels are extracted from Earth's crust and used for energy, but they cannot be replenished quickly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-3+3
Standard Description: Nuclear power is generated using uranium, which is also a nonrenewable resource.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-3+4
Standard Description: Using nonrenewable resources for energy can have significant environmental impacts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-4
Standard Description: Nuclear power plants — monitored for safety and accidents such as Three Mile Island and Chernobyl

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-4+1
Standard Description: Nuclear power plants use uranium to generate electricity without carbon emissions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-4+2
Standard Description: Accidents at nuclear power plants can release harmful radiation, as seen in incidents like Chernobyl.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-4+3
Standard Description: Nuclear power plants must be carefully monitored to prevent uncontrolled reactions and radiation leaks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6A
Cluster Name: Natural Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6A-4+4
Standard Description: Radioactivity from nuclear accidents can have long-lasting effects on the environment and human health.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-1
Standard Description: The use of natural resources, while necessary for modern life, can have undesired environmental effects. Examples include air pollution from fossil fuels, radioactive waste from nuclear power, and noise pollution from wind turbines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-1+1
Standard Description: Using fossil fuels for energy can lead to air pollution, which harms the environment and human health.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-1+2
Standard Description: Nuclear power generates radioactive waste, which can be dangerous and long-lasting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-1+3
Standard Description: Wind turbines can cause noise pollution, affecting nearby communities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-2
Standard Description: Human ingenuity and its uses to create a healthy environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-2+1
Standard Description: Recycling materials like plastic, paper, and glass helps reduce waste and protect the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-2+2
Standard Description: People can help the environment by conserving water, such as turning off the tap while brushing teeth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-2+3
Standard Description: Replanting trees in areas that have been cleared can restore habitats and support biodiversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-3
Standard Description: Scientific data and effective communication can be used to make informed decisions about the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-3+1
Standard Description: Scientific data helps us understand environmental changes by showing patterns over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-3+2
Standard Description: Effective communication of scientific findings can influence environmental policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 7th Grade
Unit ID: CKSci-G7-6
Unit Name: Earth's Resources and Human Impact
Cluster ID: CKSci-G7-6B
Cluster Name: Environmental Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G7-6B-3+3
Standard Description: Using data, we can predict environmental impacts and plan actions to reduce harm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-1
Standard Description: Speed: distance per unit of time

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-1+1
Standard Description: Speed is how fast something is moving.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-1+2
Standard Description: Speed is calculated by dividing the distance traveled by the time it takes to travel that distance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-1+3
Standard Description: The unit of speed is often expressed as distance per unit of time, such as meters per second or miles per hour.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-2
Standard Description: Velocity: distance per unit of time in a particular direction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-2+1
Standard Description: Velocity is the speed of an object in a specific direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-2+2
Standard Description: Velocity includes both how fast an object is moving and the direction it is moving in.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-2+3
Standard Description: An object can have the same speed but different velocities if it changes direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-3
Standard Description: Changes in velocity can involve changes in speed and/or direction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-3+1
Standard Description: Changes in velocity can occur when there is a change in speed or direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-3+2
Standard Description: An object can change its velocity by speeding up, slowing down, or changing direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1A
Cluster Name: Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1A-3+3
Standard Description: Velocity changes when the forces acting on an object are unbalanced, causing it to accelerate or decelerate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-1
Standard Description: A force is a push or pull on an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-1+1
Standard Description: A force is a push or pull on an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-1+2
Standard Description: Forces can cause objects to start moving, stop moving, or change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-1+3
Standard Description: The strength of a force is measured in newtons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-2
Standard Description: A contact force is a push or pull on objects that touch each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-2+1
Standard Description: A contact force is a push or pull between two objects that are touching each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-2+2
Standard Description: Contact forces occur at the surface where two objects meet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-2+3
Standard Description: When two objects make contact, each object applies a force on the other object on the surface they touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-3
Standard Description: A force has both direction and magnitude.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-3+1
Standard Description: A force has both direction and magnitude.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-3+2
Standard Description: The direction of a force determines the way an object moves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-3+3
Standard Description: The magnitude of a force affects how strong the push or pull is on an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-4
Standard Description: Newton's mathematical expression of force; a newton is the measure of force in the metric system, pound-force in the English system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-4+1
Standard Description: Newton's mathematical expression of force is represented by the formula F = ma, where F is force, m is mass, and a is acceleration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-4+2
Standard Description: A newton is the unit of force in the metric system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-4+3
Standard Description: In the English system, force is measured in pound-force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-5
Standard Description: If an object is at rest or there is no change in its movement, then the forces acting on it are balanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-5+1
Standard Description: When an object is at rest, the forces acting on it are balanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-5+2
Standard Description: Balanced forces mean that forces are acting equally on the object from different directions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-5+3
Standard Description: The net force on an object with balanced forces is zero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-6
Standard Description: Unbalanced forces result in changes of an object's velocity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-6+1
Standard Description: Unbalanced forces result in a change in an object's velocity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-6+2
Standard Description: When forces are unbalanced, the object will move in the direction of the stronger force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1B
Cluster Name: Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1B-6+3
Standard Description: Unbalanced forces can cause an object to speed up, slow down, or change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-1
Standard Description: The kinetic energy of a moving object is related to its mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-1+1
Standard Description: The kinetic energy of an object is directly proportional to its mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-1+2
Standard Description: The kinetic energy of an object is proportional to the square of its speed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-1+3
Standard Description: The more kinetic energy an object has, the more damage it can do in a collision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-2
Standard Description: Newton's Third Law of Motion can be applied to collisions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-2+1
Standard Description: For any pair of interacting objects, the force exerted by the first object on the second is equal in strength to the force that the second object exerts on the first, but in the opposite direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-2+2
Standard Description: Newton's Third Law explains that forces always come in pairs, known as action and reaction forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-2+3
Standard Description: In a collision, the forces between the objects are equal and opposite, which can cause changes in their motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-3
Standard Description: The forces acting on object in a collision, and the change the motion of the objects, involves the velocity of each object and its mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-3+1
Standard Description: The force exerted on an object during a collision depends on its velocity and mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-3+2
Standard Description: When two objects collide, their velocities and masses determine the changes in their motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-3+3
Standard Description: The greater the mass and velocity of an object, the greater the force it can exert in a collision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-4
Standard Description: The use of engineering design processes can help us design ways to minimize damage when objects collide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-4+1
Standard Description: Engineering design processes help create solutions to minimize damage during collisions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-4+2
Standard Description: Design solutions can include materials that absorb impact energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-1
Unit Name: Contact Forces
Cluster ID: CKSci-G8-1C
Cluster Name: Collisions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-1C-4+3
Standard Description: Engineers test and improve designs to ensure they effectively reduce damage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-1
Standard Description: Difference between a sound and a sound wave: Sound is the result of sound waves. E.g., a ringing bell causes a sound wave, which a person recognizes as a sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-1+1
Standard Description: Sound is the result of sound waves traveling through a medium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-1+2
Standard Description: A ringing bell creates sound waves that we recognize as sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-1+3
Standard Description: Sound waves are patterns of vibrations that move through air, water, or solids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-2
Standard Description: Vibrating objects establish sound waves when not in a vacuum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-2+1
Standard Description: Vibrating objects create sound waves by moving back and forth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-2+2
Standard Description: Sound waves cannot travel through a vacuum; they need a medium like air, liquid, or solid to move through.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-2+3
Standard Description: When an object vibrates, it transfers energy to the surrounding medium, creating sound waves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-3
Standard Description: Common vibrating objects: human voice box, siren, bell, parts of a cell phone or television

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-3+1
Standard Description: The human voice box, siren, bell, and parts of a cell phone or television are common objects that vibrate to produce sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-3+2
Standard Description: When these objects vibrate, they create sound waves that travel through the air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-3+3
Standard Description: The vibrations from these objects transfer energy to the surrounding air, creating sound waves that we can hear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-4
Standard Description: Sound waves, when interacting with matter, can be reflected, absorbed, or transmitted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-4+1
Standard Description: Sound waves can be reflected, absorbed, or transmitted when they interact with different materials.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-4+2
Standard Description: Reflection occurs when sound waves bounce off a surface and change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-4+3
Standard Description: Absorption happens when sound waves are taken in by a material, reducing the sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-4+4
Standard Description: Transmission is when sound waves pass through a material, continuing to travel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-5
Standard Description: Because sound waves transmit energy, they can often interact with matter to cause it to move, such as making our eardrums vibrate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-5+1
Standard Description: Sound waves carry energy that can cause objects to move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-5+2
Standard Description: When sound waves reach our ears, they make our eardrums vibrate, allowing us to hear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-5+3
Standard Description: Sound waves can cause changes in materials they interact with, such as making windows rattle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-6
Standard Description: Like all forms of energy, a sound wave can be transformed into another energy form—the engineering basis for many practical devices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-6+1
Standard Description: Sound waves can be transformed into other forms of energy, such as electrical energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-6+2
Standard Description: This transformation is used in devices like microphones and speakers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-6+3
Standard Description: Microphones convert sound waves into electrical signals, while speakers do the reverse.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-7
Standard Description: Characteristics of a sound wave include:
- Speed
- Frequency
- Amplitude

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-7+1
Standard Description: The speed of a sound wave is how fast it travels through a medium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-7+2
Standard Description: Frequency is the number of vibrations or cycles per second, measured in hertz.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-2
Unit Name: Sound Waves
Cluster ID: CKSci-G8-2A
Cluster Name: Sound Waves and Sound
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-2A-7+3
Standard Description: Amplitude is the height of the wave, which determines the loudness of the sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-1
Standard Description: A force is a push or pull on an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-1+1
Standard Description: A force is a push or pull on an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-1+2
Standard Description: Forces can cause objects to change motion, direction, or speed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-1+3
Standard Description: When forces are balanced, an object remains at rest or moves at a constant speed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-1+4
Standard Description: Unbalanced forces cause changes in an object's velocity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-2
Standard Description: A non-contact force is a push or pull on objects that do not touch each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-2+1
Standard Description: Non-contact forces are pushes or pulls that act on objects without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-2+2
Standard Description: Examples of non-contact forces include gravity, magnetism, and electrical forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-2+3
Standard Description: Non-contact forces can cause objects to move, stop, or change direction without physical contact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-3
Standard Description: Examples: magnetism, electrical forces, gravity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-3+1
Standard Description: Magnetism is a force that can push or pull on some materials without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-3+2
Standard Description: Gravity is a force that pulls objects toward Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-3+3
Standard Description: Electrostatic forces are non-contact forces based on the attraction or repulsion between charged particles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-4
Standard Description: Non-contact forces involve fields that surround object: magnetic fields, electrical fields, gravitational fields.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-4+1
Standard Description: Magnetic fields are regions around a magnet where magnetic forces can be felt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-4+2
Standard Description: Electrical fields are areas around charged particles where electrical forces can act.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-4+3
Standard Description: Gravitational fields are regions around masses where gravitational forces can pull on other masses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-5
Standard Description: If an object is at rest or there is no change in its movement, then the forces acting on it are balanced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-5+1
Standard Description: Balanced forces occur when the forces acting on an object are equal in size but opposite in direction, resulting in no change in motion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-5+2
Standard Description: An object at rest has balanced forces acting on it, meaning the net force is zero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-5+3
Standard Description: If forces are balanced, an object will remain at rest or continue moving at a constant speed in a straight line.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-6
Standard Description: Unbalanced forces result in changes of an object's velocity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-6+1
Standard Description: Unbalanced forces cause changes in an object's motion, such as starting to move, stopping, or changing direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-6+2
Standard Description: When forces on an object are unbalanced, the object will accelerate in the direction of the net force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3A
Cluster Name: Non-Contact Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3A-6+3
Standard Description: Unbalanced forces can change the speed of an object, making it go faster or slower.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-1
Standard Description: Magnets exert a non-contact force on objects made of certain metals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-1+1
Standard Description: Magnets can exert forces on certain metals without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-1+2
Standard Description: Magnetic forces can be either attractive or repulsive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-1+3
Standard Description: Not all metals are affected by magnets; only certain ones like iron, nickel, and cobalt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-2
Standard Description: A metal object becomes magnetic when all its electrons spin in the same direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-2+1
Standard Description: A metal object becomes magnetic when its electrons are aligned to spin in the same direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-2+2
Standard Description: This alignment creates a magnetic field around the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-2+3
Standard Description: Only certain metals, like iron, nickel, and cobalt, can become magnetic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-3
Standard Description: Some objects are naturally magnetic; others can be made by subjecting certain metals to an electrical field.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-3+1
Standard Description: Some materials are natural magnets, like lodestone, which contains a lot of iron.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-3+2
Standard Description: Certain metals can be made magnetic by subjecting them to an electrical field.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-3+3
Standard Description: Magnetizing a metal involves aligning its internal structure to create a magnetic field.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-4
Standard Description: All magnets have two poles, north and south.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-4+1
Standard Description: All magnets have two poles, called the north pole and the south pole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-4+2
Standard Description: The north pole of one magnet will repel the north pole of another magnet, and the same is true for the south poles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-4+3
Standard Description: Opposite poles, such as a north pole and a south pole, attract each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-5
Standard Description: Similar magnetic poles repel; opposite magnetic poles attract.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-5+1
Standard Description: Similar magnetic poles repel each other, meaning they push away.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-5+2
Standard Description: Opposite magnetic poles attract each other, meaning they pull together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-5+3
Standard Description: This behavior of attraction and repulsion occurs without the magnets touching.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-6
Standard Description: The entire Earth is a magnet and therefore surrounded by a magnetic field.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-6+1
Standard Description: Earth generates a magnetic field due to its core made of nickel and iron.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-6+2
Standard Description: The motion in Earth's core metals creates a magnet, making Earth a giant magnet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-6+3
Standard Description: Earth's magnetic field helps protect its surface from solar winds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-7
Standard Description: Electrical forces are the result of charged particles acting upon one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-7+1
Standard Description: Electrical forces arise from interactions between charged particles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-7+2
Standard Description: These forces can be either attractive or repulsive depending on the charges involved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-7+3
Standard Description: The strength of electrical forces depends on the magnitude of the charges and the distance between them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-8
Standard Description: Electrical and magnetic forces can be described by the activity of the field associated with each force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-8+1
Standard Description: Electrical and magnetic forces are described by fields that extend through space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-8+2
Standard Description: These fields can be mapped by their effect on a test object, like a charged object or a magnet.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3B
Cluster Name: Magnetism and Electricity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3B-8+3
Standard Description: The strength and direction of the forces depend on the field's characteristics and the distance from the source.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-1
Standard Description: Gravity is a force that acts upon any two objects in the universe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-1+1
Standard Description: Gravity is a force that pulls objects toward each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-1+2
Standard Description: The strength of gravity depends on the mass of the objects and the distance between them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-1+3
Standard Description: Gravity keeps planets in orbit around the sun and moons in orbit around planets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-2
Standard Description: Gravity results because any mass causes the space around it to curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-2+1
Standard Description: Mass causes the space around it to curve, creating gravity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-2+2
Standard Description: Objects follow curved paths in space due to the curvature caused by mass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-2+3
Standard Description: The more massive an object, the more it curves the space around it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-3
Standard Description: Newton's law of universal gravitation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-3+1
Standard Description: Newton's law of universal gravitation states that every object in the universe attracts every other object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-3+2
Standard Description: The gravitational force between two objects depends on their masses and the distance between them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-3+3
Standard Description: This law explains why planets orbit the sun and moons orbit planets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-4
Standard Description: Effects of universal gravitation on objects in the universe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-4+1
Standard Description: Universal gravitation affects the motion of all objects in the universe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-4+2
Standard Description: Gravitational forces cause planets to orbit stars and moons to orbit planets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-3
Unit Name: Forces at a Distance
Cluster ID: CKSci-G8-3C
Cluster Name: Gravity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-3C-4+3
Standard Description: The gravitational pull of the moon affects tides on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-1
Standard Description: Earth, the moon, and sun form a system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-1+1
Standard Description: The Earth, Moon, and Sun form a system where their positions and movements affect what we observe from Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-1+2
Standard Description: The gravitational pull between Earth, the Moon, and the Sun keeps them in orbit and influences their interactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-1+3
Standard Description: The Earth-Moon-Sun system is responsible for observable phenomena such as phases of the Moon, eclipses, and tides.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-2
Standard Description: Earth revolves around the sun and the moon revolves around Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-2+1
Standard Description: Earth revolves around the Sun in an orbit, which takes one year to complete.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-2+2
Standard Description: The Moon revolves around Earth, completing its orbit approximately every 29 days.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-2+3
Standard Description: The gravitational pull between Earth and the Moon keeps the Moon in its orbit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-3
Standard Description: Solar and lunar eclipses are the result of Earth, moon, sun system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-3+1
Standard Description: A solar eclipse occurs when the Moon moves between the Earth and the Sun, casting a shadow on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-3+2
Standard Description: A lunar eclipse happens when Earth moves between the Sun and the Moon, causing Earth's shadow to fall on the Moon.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-3+3
Standard Description: Eclipses do not occur every month because the Moon's orbit is tilted relative to Earth's orbit around the Sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-4
Standard Description: Day, night, and seasons are the result of the earth in relationship to the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-4+1
Standard Description: Earth's rotation on its axis causes day and night, with one complete rotation taking 24 hours.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-4+2
Standard Description: The tilt of Earth's axis and its orbit around the Sun result in the changing seasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-4+3
Standard Description: As Earth orbits the Sun, different parts of Earth receive varying amounts of sunlight, leading to seasonal changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-5
Standard Description: Tides are the result of the interaction of Earth and moon.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-5+1
Standard Description: Tides are caused by the gravitational pull of the Moon on Earth's oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-5+2
Standard Description: As Earth rotates, the Moon's gravity causes water to bulge on the side facing the Moon, creating high tides.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4A
Cluster Name: Earth, Moon, Sun
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4A-5+3
Standard Description: There are typically two high tides and two low tides each day as Earth rotates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-1
Standard Description: Solar system: at least one star and its orbiting objects

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-1+1
Standard Description: A solar system consists of at least one star and the objects that orbit it, such as planets, moons, asteroids, and comets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-1+2
Standard Description: The Sun is the central star in our solar system, and its gravitational pull keeps the orbiting objects in place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-1+3
Standard Description: Planets and other objects in the solar system orbit the Sun due to its gravitational force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-2
Standard Description: Objects in a solar system include planets, moons, asteroids, and comets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-2+1
Standard Description: Planets are large spheres that orbit a star in a solar system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-2+2
Standard Description: Moons are natural satellites that orbit planets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-2+3
Standard Description: Asteroids are rocky bodies that orbit the sun and are too small to be considered planets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-2+4
Standard Description: Comets are icy bodies that release gas and dust, forming tails when near the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-3
Standard Description: Origins of solar systems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-3+1
Standard Description: The solar system began as a disk of gas and dust, drawn together by gravity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-3+2
Standard Description: The Sun formed at the center of this disk.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-3+3
Standard Description: Matter in the disk collided and clumped together over millions of years to form planets, asteroids, and comets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-3+4
Standard Description: As the solar system stabilized, collisions became less common, and objects settled into stable orbits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-4
Standard Description: Eclipses, lunar phases, and seasons: results of the cyclic patterns of movement of the sun, planets, and moons

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-4+1
Standard Description: Eclipses occur when the Sun, Earth, and Moon align, causing the Moon to pass through Earth's shadow or the Earth to pass through the Moon's shadow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-4+2
Standard Description: Lunar phases are the result of the Moon's orbit around Earth, changing the portion of the Moon that is illuminated by the Sun and visible from Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4B
Cluster Name: Solar Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4B-4+3
Standard Description: Seasons are caused by Earth's tilt on its axis as it orbits the Sun, resulting in varying sunlight intensity and duration across the year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-1
Standard Description: The sun is a star.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-1+1
Standard Description: The Sun is a star that appears much larger and brighter than other stars because it is much closer to Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-1+2
Standard Description: Stars, including the Sun, produce light and heat through nuclear reactions in their cores.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-1+3
Standard Description: The Sun is the closest star to Earth, making it the brightest star in our sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-2
Standard Description: Red giants and white dwarfs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-2+1
Standard Description: Red giants are stars that have expanded and cooled, making them appear red.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-2+2
Standard Description: White dwarfs are the remnants of stars that have exhausted their nuclear fuel and collapsed into a small, dense state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-3
Standard Description: Life cycle of the stars, including novae, supernovae, black holes, and quasars

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-3+1
Standard Description: Stars go through a life cycle that includes stages such as novae and supernovae.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-3+2
Standard Description: A nova is a sudden brightening of a star caused by a nuclear explosion on its surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-3+3
Standard Description: A supernova is a powerful explosion that occurs when a star exhausts its nuclear fuel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-3+4
Standard Description: Black holes are regions in space where gravity is so strong that nothing, not even light, can escape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-3+5
Standard Description: Quasars are extremely bright and distant objects powered by black holes at the center of galaxies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-4
Standard Description: The apparent movement of stars is a result of the rotation of Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-4+1
Standard Description: The apparent movement of stars across the sky is due to Earth's rotation on its axis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-4+2
Standard Description: As Earth spins from west to east, stars appear to move from east to west in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-5
Standard Description: Constellations such as the Big Dipper and Orion, are visual groupings of stars into imagined images.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-5+1
Standard Description: Constellations are groups of stars that form recognizable patterns in the sky.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-5+2
Standard Description: People have used constellations for navigation and storytelling throughout history.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-5+3
Standard Description: The Big Dipper and Orion are examples of well-known constellations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-6
Standard Description: Definition of light year

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-6+1
Standard Description: A light-year is the distance that light travels in one Earth year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-6+2
Standard Description: Light travels at a speed of about 300,000 kilometers per second.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-6+3
Standard Description: A light-year is used to measure distances between stars and galaxies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-7
Standard Description: Galaxy: enormous number of stars held together by gravitation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-7+1
Standard Description: A galaxy is a massive collection of stars, dust, and gas held together by gravity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-7+2
Standard Description: Galaxies can contain billions of stars, each with their own solar systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-7+3
Standard Description: The Milky Way is the galaxy that contains our solar system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-8
Standard Description: About 125 billion galaxies in the universe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-8+1
Standard Description: There are approximately 125 billion galaxies in the universe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-8+2
Standard Description: Galaxies are vast systems containing stars, planets, and other celestial bodies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-8+3
Standard Description: The universe is incredibly vast, with galaxies spread across it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-9
Standard Description: Our knowledge of stars, solar systems, galaxies, and the universe is the result of observations and data collected by Earth-based instruments, space-based instruments, and spacecraft.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-9+1
Standard Description: Our knowledge of stars, solar systems, galaxies, and the universe comes from observations and data collected by telescopes and spacecraft.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-9+2
Standard Description: Telescopes can be Earth-based or space-based, like the Hubble Space Telescope, which captures detailed images of distant galaxies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-4
Unit Name: Earth in Space
Cluster ID: CKSci-G8-4C
Cluster Name: Stars and Galaxies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-4C-9+3
Standard Description: Spacecraft such as probes and rovers gather data from other planets and moons, sending information back to Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-1
Standard Description: Gregor Mendel's experiments with purebred and hybrid peas and subsequent discoveries about inherited traits

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-1+1
Standard Description: Gregor Mendel conducted experiments with pea plants to understand how traits are inherited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-1+2
Standard Description: Mendel discovered that traits are passed from one generation to the next in predictable patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-1+3
Standard Description: His experiments showed that some traits can be hidden in one generation and reappear in the next.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-2
Standard Description: Role of genes (segments of DNA on a chromosome) in inherited traits. Traits of an offspring are the result of half of an offspring's genes coming from the mother and half coming from the father.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-2+1
Standard Description: Genes are segments of DNA located on chromosomes within a cell's nucleus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-2+2
Standard Description: Each parent contributes half of the chromosomes to their offspring, resulting in a unique combination.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-2+3
Standard Description: Genes carry the instructions that determine traits, such as eye color and height, inherited from parents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-3
Standard Description: Alleles, dominant and recessive

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-3+1
Standard Description: Alleles are different forms of the same gene that can exist at a specific spot on a chromosome.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-3+2
Standard Description: Dominant alleles are expressed in the phenotype even if only one copy is present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-3+3
Standard Description: Recessive alleles are only expressed in the phenotype if two copies are present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-4
Standard Description: Role, structure, and organization of DNA

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-4+1
Standard Description: DNA is a molecule that carries genetic information and is known for its double helix structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-4+2
Standard Description: Chromosomes are made of DNA and proteins, and they are located within a cell's nucleus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-4+3
Standard Description: The sequence of bases in DNA is unique to each individual and determines genetic traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-5
Standard Description: DNA is the template for RNA, which in turn directs the development of proteins.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-5+1
Standard Description: DNA serves as a template for RNA, which is a molecule that helps in the synthesis of proteins.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-5+2
Standard Description: Proteins are essential molecules that perform a variety of functions in living organisms, including building structures and facilitating chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5A
Cluster Name: Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5A-5+3
Standard Description: The process of creating RNA from DNA is called transcription, and it occurs in the cell's nucleus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-1
Standard Description: A mutation is a structural change to a gene.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-1+1
Standard Description: A mutation is a change in the structure of a gene.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-1+2
Standard Description: Mutations can occur when DNA replicates or due to environmental factors like radiation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-1+3
Standard Description: Mutations can lead to new traits in organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-2
Standard Description: Mutations can be harmful, neutral, or beneficial.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-2+1
Standard Description: Mutations can be harmful, neutral, or beneficial to an organism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-2+2
Standard Description: The impact of a mutation depends on the environment and the organism's needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-2+3
Standard Description: Beneficial mutations can give an organism an advantage in its environment, helping it survive or reproduce better.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-3
Standard Description: Mutations change the structure of DNA, which in turn can affect RNA and thus the formation of proteins.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-3+1
Standard Description: Mutations can change the structure of DNA.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-3+2
Standard Description: Changes in DNA can affect RNA.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5B
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5B-3+3
Standard Description: Altered RNA can lead to changes in protein formation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-1
Standard Description: Sexual reproduction results in offspring with a mixture of genes from each parent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-1+1
Standard Description: Sexual reproduction involves the combination of genetic material from two parents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-1+2
Standard Description: Each parent contributes half of the genetic material to the offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-1+3
Standard Description: The offspring have a unique set of genes that are a mixture from both parents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-2
Standard Description: Sexual reproduction results in new combination of genes and thus results in variation of traits in offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-2+1
Standard Description: Sexual reproduction creates new combinations of genes in offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-2+2
Standard Description: These new gene combinations lead to variations in traits among offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-2+3
Standard Description: Genetic variation is important for the survival and adaptation of species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-3
Standard Description: Asexual reproduction is not the result of the combination of genes and thus does not result in genetic variation between parent and offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-3+1
Standard Description: Asexual reproduction involves only one parent and does not involve the combination of genes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-3+2
Standard Description: Offspring produced through asexual reproduction are genetically identical to the parent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-5
Unit Name: Genetics
Cluster ID: CKSci-G8-5C
Cluster Name: Sexual and Asexual Reproduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-5C-3+3
Standard Description: Asexual reproduction does not result in genetic variation between parent and offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-1
Standard Description: Definition of natural selection

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-1+1
Standard Description: Natural selection is the process where organisms with traits best suited to their environment survive and reproduce more successfully.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-1+2
Standard Description: Over time, natural selection can lead to changes in the traits of a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-1+3
Standard Description: Traits that improve survival and reproduction become more common in the population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-2
Standard Description: Definition of population, and a knowledge of variation of traits among individuals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-2+1
Standard Description: A population is a group of the same type of organism living in the same place at the same time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-2+2
Standard Description: Within a population, individuals can have different traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-2+3
Standard Description: Variation in traits among individuals can affect their chances of survival and reproduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-3
Standard Description: Percentages of genes and alleles in a population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-3+1
Standard Description: Genes are segments of DNA that determine specific traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-3+2
Standard Description: Alleles are different versions of a gene that can exist in a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-3+3
Standard Description: The frequency of alleles in a population can change over time due to various factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-4
Standard Description: Abiotic and biotic changes in the environment and their favorable or unfavorable effects on individuals with certain traits

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-4+1
Standard Description: Abiotic factors are nonliving parts of the environment like temperature and water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-4+2
Standard Description: Biotic factors are living parts of the environment like plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-4+3
Standard Description: Changes in abiotic or biotic factors can affect which traits are favorable for survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-5
Standard Description: Survival and greater reproduction of individuals with favorable traits, or adaptations. Others will not reproduce as effectively or will die; pass on their genes at a lower rate, changing the genetic structure of a population over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-5+1
Standard Description: Individuals with favorable traits are more likely to survive and reproduce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-5+2
Standard Description: These individuals pass on their advantageous traits to their offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6A
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6A-5+3
Standard Description: Over time, the genetic structure of the population changes as these traits become more common.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-1
Standard Description: Many lines of evidence indicate all living things have a common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-1+1
Standard Description: All living things today are connected to an ancestor that lived long ago.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-1+2
Standard Description: Species that are similar share a common ancestor more recently than species that are very different from one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-1+3
Standard Description: When a population of any organism is separated, random mutations happen as well as natural selection. As time passes, the separated populations become more different.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-2
Standard Description: Fossil evidence, rock strata, and chemical dating process show that the processes of evolution (from origin to extinction) were the same in the past as they are now.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-2+1
Standard Description: Fossils found in rock layers help determine the age of the layers and show that species have appeared and disappeared over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-2+2
Standard Description: Sedimentary rock layers form over time, with the oldest layers at the bottom and the youngest at the top.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-2+3
Standard Description: Radiometric dating uses the decay of isotopes to determine the age of rocks and fossils, providing evidence for the timeline of evolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-3
Standard Description: Comparison of structural similarities and differences between fossils and between fossils and living organisms is one basis for the common ancestry of all living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-3+1
Standard Description: Structural similarities between fossils and living organisms can show evolutionary relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-3+2
Standard Description: Differences in body structures can indicate how species have adapted to different environments over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-3+3
Standard Description: The fossil record helps trace the evolutionary history of organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-4
Standard Description: Comparison of the DNA of differing organisms and other cellular chemical analyses indicate the concept that all living things have a common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-4+1
Standard Description: DNA analysis shows that all living things share a common genetic code, indicating a shared ancestry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-4+2
Standard Description: Genetic similarities between different organisms can indicate how closely related they are.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6B
Cluster Name: Evidence of Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6B-4+3
Standard Description: Differences in DNA sequences can be used to estimate how long ago species diverged from a common ancestor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-1
Standard Description: Definition, theory, and process of evolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-1+1
Standard Description: Evolution is the process of change in the genetic structure of populations over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-1+2
Standard Description: Natural selection is the survival and reproductive success of organisms with traits best suited to their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-1+3
Standard Description: Adaptation is an inherited trait that improves an organism's fitness for survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-1+4
Standard Description: Charles Darwin's theory of natural selection explains how advantageous traits become more common in a population over generations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-2
Standard Description: Study of the process of evolution includes comparing genetic makeup and biochemistries of large numbers of different organisms, comparing the anatomy of organisms living and past, and comparative embryology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-2+1
Standard Description: Comparing genetic makeup helps scientists understand evolutionary relationships among organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-2+2
Standard Description: Biochemical similarities can indicate common ancestry among different species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-2+3
Standard Description: Anatomical comparisons between living and fossil organisms reveal evolutionary changes over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-2+4
Standard Description: Embryological development comparisons show similarities that may not be evident in adult organisms, indicating evolutionary connections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-3
Standard Description: The history of the study of how organisms are related goes back to the beginning of scientific thought.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-3+1
Standard Description: The study of how organisms are related has roots in early scientific thought, with Aristotle classifying animals and studying their ecological relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-3+2
Standard Description: Carl Linnaeus developed a system for naming and classifying organisms based on common traits, which is still used today.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-3+3
Standard Description: Alexander von Humboldt's work on the connections between organisms, geography, and climate inspired later scientists, including Charles Darwin.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-4
Standard Description: Charles Darwin and his On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life (1859) and historical and scientific importance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-4+1
Standard Description: Charles Darwin's book, On the Origin of Species, introduced the concept of natural selection as a mechanism for evolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-4+2
Standard Description: Darwin's work emphasized the idea that species evolve over time through the preservation of favorable traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-4+3
Standard Description: The phrase 'survival of the fittest' is often used to summarize Darwin's concept of natural selection.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: 8th Grade
Unit ID: CKSci-G8-6
Unit Name: Natural Selection and Common Ancestry
Cluster ID: CKSci-G8-6C
Cluster Name: Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-G8-6C-4+4
Standard Description: Darwin's observations and theories provided a scientific explanation for the diversity of life on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Biology Honors
Unit ID: GEN
Unit Name: Genetics
Cluster ID: GEN 5.1
Cluster Name: Inheritance Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: GEN 5.1.1
Standard Description: Investigation of Mendelian, or single-gene, traits reveals the basis for understanding patterns of inheritance. a. Many of an organism’s traits (phenotype) are determined by the organism’s genes (genotype), which are passed from one generation to the next. b. Somatic cells of sexually reproducing organisms have two copies of each gene (one inherited from each parent). c. Each gene copy may have variants called alleles. d. If present, dominant alleles are expressed, whereas recessive alleles are expressed only in the absence of a dominant allele.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the type of inheritance pattern based on data and/or use of models.
* Explain the relationship between genotype and phenotype.

Assessment Boundaries:
* Assessment is limited to Mendelian genetics and knowledge of how dominant and recessive alleles impact the phenotypic expression of traits.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: HS-ESS1-1
Standard Description: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation. Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.

Key Concepts:
*None specified*

Learning Objectives:
* Components of the model. Students use evidence to develop a model in which they identify and describe the relevant components, including hydrogen as the sun’s fuel; helium and energy as the products of fusion processes in the sun; and that the sun, like all stars, has a life span based primarily on its initial mass, and that the sun’s lifespan is about 10 billion years.
* Connections. Students use the model to predict how the relative proportions of hydrogen to helium change as the sun ages. Students use the model to qualitatively describe the scale of the energy released by the fusion process as being much larger than the scale of the energy released by chemical processes. Students use the model to explicitly identify that chemical processes are unable to produce the amount of energy flowing out of the sun over long periods of time, thus requiring fusion processes as the mechanism for energy release in the sun.
* Relationships. In the model, students describe relationships between the components, including a description of the process of radiation, and how energy released by the sun reaches Earth’s system.

Assessment Boundaries:
* Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: HS-ESS1-2
Standard Description: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).

Key Concepts:
*None specified*

Learning Objectives:
* Articulating the explanation of phenomena. Students construct an explanation that includes a description of how astronomical evidence from numerous sources is used collectively to support the Big Bang theory, which states that the universe is expanding and that thus it was hotter and denser in the past, and that the entire visible universe emerged from a very tiny region and expanded.
* Evidence. Students identify and describe the evidence to construct the explanation, including the composition (hydrogen, helium and heavier elements) of stars; the hydrogen-helium ratio of stars and interstellar gases; the redshift of the majority of galaxies and the redshift vs. distance relationship; and the existence of cosmic background radiation. Students use a variety of valid and reliable sources for the evidence, which may include students’ own investigations, theories, simulations, and peer review. Students describe the source of the evidence and the technology used to obtain that evidence.
* Reasoning. Students use reasoning to connect evidence, along with the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future, to construct the explanation for the early universe (the Big Bang theory). Students describe the following chain of reasoning for their explanation: redshifts indicate that an object is moving away from the observer, thus the observed redshift for most galaxies and the redshift vs. distance relationship is evidence that the universe is expanding. The observed background cosmic radiation and the ratio of hydrogen to helium have been shown to be consistent with a universe that was very dense and hot a long time ago and that evolved through different stages as it expanded and cooled (e.g., the formation of nuclei from colliding protons and neutrons predicts the hydrogen-helium ratio [numbers not expected from students], later formation of atoms from nuclei plus electrons, background radiation was a relic from that time). An expanding universe must have been smaller in the past and can be extrapolated back in time to a tiny size from which it expanded.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: HS-ESS1-3
Standard Description: Communicate scientific ideas about the way stars, over their life cycle, produce elements. Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.

Key Concepts:
*None specified*

Learning Objectives:
* Grasping Core Ideas and Concepts: Students should be able to: Understand and describe the relationships between the life cycle of stars, the production of elements, and the conservation of protons plus neutrons in stars. Recognize that while atoms aren't conserved in nuclear fusion, the total number of protons and neutrons remains unchanged. Identify the processes and stages of element formation, from the creation of light nuclei like helium in the early universe to the production of elements heavier than iron through supernova explosions. Understand the correlation between a star's mass, its development stage, and the types of elements it can produce.
* the significance of electromagnetic emission and absorption spectra in determining a star's composition, motion, and distance from Earth.

Assessment Boundaries:
* Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS1
Cluster Name: Earth’s Place in the Universe
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: HS-ESS1-4
Standard Description: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.

Key Concepts:
*None specified*

Learning Objectives:
* Analysis. Students use the given mathematical or computational representation of Kepler’s second law of planetary motion (an orbiting body sweeps out equal areas in equal time) to predict the relationship between the distance between an orbiting body and its star, and the object’s orbital velocity (i.e., that the closer an orbiting body is to a star, the larger its orbital velocity will be). Students use the given mathematical or computational representation of Kepler’s third law of planetary motion (𝑇 2 ∝ 𝑅 3 , where T is the orbital period and R is the semi-major axis of the orbit) to predict how either the orbital distance or orbital period changes given a change in the other variable. Students use Newton’s law of gravitation plus his third law of motion to predict how the acceleration of a planet towards the sun varies with its distance from the sun, and to argue qualitatively about how this relates to the observed orbits.
* Mathematical or computational modeling. Students use the given mathematical or computational representations of orbital motion to depict that the square of a revolving body’s period of revolution is proportional to the cube of its distance to a gravitational center (𝑇 2 ∝ 𝑅 3 , where T is the orbital period and R is the semimajor axis of the orbit — Kepler’s third law of planetary motion).
* Representation. Students identify and describe the following relevant components in the given mathematical or computational representations of orbital motion: the trajectories of orbiting bodies, including planets, moons, or human-made spacecraft; each of which depicts a revolving body’s eccentricity e = f/d, where f is the distance between foci of an ellipse, and d is the ellipse’s major axis length (Kepler’s first law of planetary motion).

Assessment Boundaries:
* Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: HS-ESS2-1
Standard Description: Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).

Key Concepts:
*None specified*

Learning Objectives:
* Components of the model. Students use evidence to develop a model in which they identify and describe the following components: descriptions and locations of specific continental features and specific ocean floor features; a geographic scale, showing the relative sizes/extents of continental and/or ocean floor features; internal processes (such as volcanism and tectonic uplift) and surface processes (such as weathering and erosion); and a temporal scale showing the relative times over which processes act to produce continental and/or ocean-floor features.
* Connections. Students use the model to illustrate the relationship between the formation of continental and ocean floor features and Earth’s internal and surface processes operating on different temporal or spatial scales.
* Relationships. In the model, students describe the relationships between components, including specific internal processes, mainly volcanism, mountain building or tectonic uplift, are identified as causal agents in building up Earth’s surface over time; specific surface processes, mainly weathering and erosion, are identified as causal agents in wearing down Earth's surface over time; interactions and feedbacks between processes are identified (e.g., mountain-building changes weather patterns that then change the rate of erosion of mountains); and the rate at which the features change is related to the time scale on which the processes operate. Features that form or change slowly due to processes that act on long time scales (e.g., continental positions due to plate drift) and features that form or change rapidly due to processes that act on short time scales (e.g., volcanic eruptions) are identified.

Assessment Boundaries:
* Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: HS-ESS2-2
Standard Description: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.

Key Concepts:
*None specified*

Learning Objectives:
* Identifying relationships. Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: the relationships between the changes in one system and changes in another (or within the same) Earth system; and possible feedbacks, including one example of feedback to the climate. Students analyze data to identify effects of human activity and specific technologies on Earth’s systems if present.
* Interpreting data. Students use the analyzed data to describe a mechanism for the feedbacks between two of Earth’s systems and whether the feedback is positive or negative, increasing (destabilizing) or decreasing (stabilizing) the original changes. Students use the analyzed data to describe a particular unanticipated or unintended effect of a selected technology on Earth’s systems if present. Students include a statement regarding how variation or uncertainty in the data (e.g., limitations, accuracy, any bias in the data resulting from choice of sample, scale, instrumentation, etc.) may affect the interpretation of the data.
* Organizing data. Students organize data that represent measurements of changes in hydrosphere, cryosphere, atmosphere, biosphere, or geosphere in response to a change in Earth’s surface. Students describe what each data set represents.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: ESS
Unit Name: Earth and Space Science
Cluster ID: ESS2
Cluster Name: Earth’s Systems
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: HS-ESS2-3
Standard Description: Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection. Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.

Key Concepts:
*None specified*

Learning Objectives:
* Components of the model. Students develop a model (i.e., graphical, verbal, or mathematical) in which they identify and describe the components based on both seismic and magnetic evidence (e.g., the pattern of the geothermal gradient or heat flow measurements) from Earth’s interior, including earth’s interior in cross-section and radial layers (crust, mantle, liquid outer core, solid inner core) determined by density; the plate activity in the outer part of the geosphere; radioactive decay and residual thermal energy from the formation of the Earth as a source of energy; the loss of heat at the surface of the earth as an output of energy; and the process of convection that causes hot matter to rise (move away from the center) and cool matter to fall (move toward the center).
* Connections. Students use the model to describe the cycling of matter by thermal convection in Earth’s interior, including the flow of matter in the mantle that causes crustal plates to move; the flow of matter in the liquid outer core that generates the Earth’s magnetic field, including evidence of polar reversals (e.g., seafloor exploration of changes in the direction of Earth’s magnetic field); the radial layers determined by density in the interior of Earth; and the addition of a significant amount of thermal energy released by radioactive decay in Earth’s crust and mantle.
* Relationships. Students describe the relationships between components in the model, including energy released by radioactive decay in the Earth’s crust and mantle and residual thermal energy from the formation of the Earth provide energy that drives the flow of matter in the mantle; thermal energy is released at the surface of the Earth as new crust is formed and cooled; the flow of matter by convection in the solid mantle and the sinking of cold, dense crust back into the mantle exert forces on crustal plates that then move, producing tectonic activity; the flow of matter by convection in the liquid outer core generates the Earth’s magnetic field; and matter is cycled between the crust and the mantle at plate boundaries. Where plates are pushed together, cold crustal material sinks back into the mantle, and where plates are pulled apart, mantle material can be integrated into the crust, forming new rock.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: HS-PS2-1
Standard Description: Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.

Key Concepts:
*None specified*

Learning Objectives:
* Identifying relationships. Students use tools, technologies, and/or models to analyze the data and identify relationships within the datasets, including a more massive object experiencing the same net force as a less massive object has a smaller acceleration, and a larger net force on a given object produces a correspondingly larger acceleration; and the result of gravitation is a constant acceleration on macroscopic objects as evidenced by the fact that the ratio of net force to mass remains constant.
* Interpreting data. Students use the analyzed data as evidence to describe that the relationship between the observed quantities is accurately modeled across the range of data by the formula a = Fnet/m (e.g., double force yields double acceleration, etc.). Students use the data as empirical evidence to distinguish between causal and correlational relationships linking force, mass, and acceleration. Students express the relationship Fnet=ma in terms of causality, namely that a net force on an object causes the object to accelerate.

Assessment Boundaries:
* Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: HS-PS2-2
Standard Description: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.

Key Concepts:
*None specified*

Learning Objectives:
* Analysis. Students use the analysis of the motion of the objects before the interaction to identify a system with essentially no net force on it. Based on the analysis of the total momentum of the system, students support the claim that the momentum of the system is the same before and after the interaction between the objects in the system, so that momentum of the system is constant. Students identify that the analysis of the momentum of each object in the system indicates that any change in momentum of one object is balanced by a change in the momentum of the other object, so that the total momentum is constant.
* Mathematical modeling. Students use the mathematical representations to model and describe the physical interaction of the two objects in terms of the change in the momentum of each object as a result of the interaction. Students use the mathematical representations to model and describe the total momentum of the system by calculating the vector sum of momenta of the two objects in the system.
* Representation. Students clearly define the system of the two interacting objects that is represented mathematically, including boundaries and initial conditions. Students identify and describe the momentum of each object in the system as the product of its mass and its velocity, p = mv (p and v are restricted to one-dimensional vectors), using the mathematical representations. Students identify the claim, indicating that the total momentum of a system of two interacting objects is constant if there is no net force on the system.

Assessment Boundaries:
* Assessment is limited to systems of two macroscopic bodies moving in one dimension.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: HS-PS2-3
Standard Description: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.

Key Concepts:
*None specified*

Learning Objectives:
* Describing criteria and constraints, including quantification when appropriate. Students describe and quantify (when appropriate) the criteria and constraints, along with the tradeoffs implicit in these design solutions. Examples of constraints to be considered are cost, mass, the maximum force applied to the object, and requirements set by society for widely used collision-mitigation devices (e.g., seatbelts, football helmets).
* Evaluating potential solutions. Students systematically evaluate the proposed device design or design solution, including describing the rationales for the design and comparing the design to the list of criteria and constraints. Students test and evaluate the device based on its ability to minimize the force on the test object during a collision. Students identify any unanticipated effects or design performance issues that the device exhibits.
* Refining and/or optimizing the design solution. Students use the test results to improve the device performance by extending the impact time, reducing the device mass, and/or considering cost-benefit analysis.
* Using scientific knowledge to generate the design solution. Students design a device that minimizes the force on a macroscopic object during a collision. In the design, students incorporate the concept that for a given change in momentum, force in the direction of the change in momentum is decreased by increasing the time interval of the collision (FΔt = mΔv); and explicitly make use of the principle above so that the device has the desired effect of reducing the net force applied to the object by extending the time the force is applied to the object during the collision. In the design plan, students describe the scientific rationale for their choice of materials and for the structure of the device.

Assessment Boundaries:
* Assessment is limited to qualitative evaluations and/or algebraic manipulations.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: HS-PS2-4
Standard Description: Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.

Key Concepts:
*None specified*

Learning Objectives:
* Analysis. Based on the given mathematical models, students describe that the ratio between gravitational and electric forces between objects with a given charge and mass is a pattern that is independent of distance. Students describe that the mathematical representation of the gravitational field only predicts an attractive force because mass is always positive. Students describe that the mathematical representation of the electric field predicts both attraction and repulsion because electric charge can be either positive or negative. Students use the given formulas for the forces as evidence to describe that the change in the energy of objects interacting through electric or gravitational forces depends on the distance between the objects.
* Mathematical modeling. Students correctly use the given mathematical formulas to predict the gravitational force between objects or predict the electrostatic force between charged objects.
* Representation. Students clearly define the system of the interacting objects that is mathematically represented. Using the given mathematical representations, students identify and describe the gravitational attraction between two objects as the product of their masses divided by the separation distance squared, where a negative force is understood to be attractive. Using the given mathematical representations, students identify and describe the electrostatic force between two objects as the product of their individual charges divided by the separation distance squared, where a negative force is understood to be attractive.

Assessment Boundaries:
* Assessment is limited to systems with two objects.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: HS-PS2-5
Standard Description: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Key Concepts:
*None specified*

Learning Objectives:
* Collecting the data. Students measure and record electric currents and magnetic fields.
* Identifying the evidence to answer this question. Students develop an investigation plan and describe the data that will be collected and the evidence to be derived from the data about an observable effect of a magnetic field that is uniquely related to the presence of an electric current in the circuit, and an electric current in the circuit that is uniquely related to the presence of a changing magnetic field near the circuit. Students describe why these effects seen must be causal and not correlational, citing specific cause-effect relationships.
* Identifying the phenomenon to be investigated. Students describe the phenomenon under investigation, which includes the following idea: that an electric current produces a magnetic field and that a changing magnetic field produces an electric current.
* Planning for the investigation. In the investigation plan, students include the use of an electric circuit through which electric current can flow, a source of electrical energy that can be placed in the circuit, the shape and orientation of the wire, and the types and positions of detectors; a means to indicate or measure when electric current is flowing through the circuit; a means to indicate or measure the presence of a local magnetic field near the circuit; and a design of a system to change the magnetic field in a nearby circuit and a means to indicate or measure when the magnetic field is changing. In the plan, students state whether the investigation will be conducted individually or collaboratively.
* Refining the design. Students evaluate their investigation, including an evaluation of the accuracy and precision of the data collected, as well as limitations of the investigation; and the ability of the data to provide the evidence required. If necessary, students refine the investigation plan to produce more accurate, precise, and useful data such that the measurements or indicators of the presence of an electric current in the circuit and a magnetic field near the circuit can provide the required evidence.

Assessment Boundaries:
* Assessment is limited to designing and conducting investigations with provided materials and tools.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS2
Cluster Name: Motion and Stability: Forces and Interactions
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: HS-PS2-6
Standard Description: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.

Key Concepts:
*None specified*

Learning Objectives:
* Understanding Molecular Structure in Designed Materials: Students should be able to identify and articulate why the molecular-level structure is vital in the functioning of designed materials. They must understand and communicate how the atomic scale structure and properties of matter determine a material's function, how these properties make it suitable for its intended use, and the connection between the material's macroscopic properties and its molecular level structure. This includes the understanding of intermolecular forces, polarity of molecules, the behavior of electrons in metals, and the impact of electrical forces on the arrangement of molecules. They should be able to describe how electrostatic forces at the atomic and molecular levels translate to macroscopic contact forces like friction and stickiness.

Assessment Boundaries:
* Assessment is limited to provided molecular structures of specific designed materials.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS3
Cluster Name: Energy
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: HS-PS3-2
Standard Description: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.

Key Concepts:
*None specified*

Learning Objectives:
* Energy Conservation Principles: Students should be able to illustrate that in closed systems, energy remains conserved at both the macroscopic and molecular/atomic levels. They should understand that when one form of energy changes, the overall energy of the system stays constant. Furthermore, students should recognize how energy at the macroscopic level is a combination of motion-related energy and position-related energy for both large-scale objects and microscopic particles.
* Energy Model Components: Students should be able to recognize and describe the essential components involved in energy models. This includes understanding the system and its surroundings, identifying where energy flows between these entities, and distinguishing between the macroscopic manifestations of energy (like motion or light) and the molecular/atomic representations (like kinetic or potential energy of particles).
* Interrelationships in Energy Models: Students should be able to explain how different components in energy models are interconnected. They should understand how changes in the relative positions of objects in various fields (gravitational, magnetic, electrostatic) can impact energy. They should also grasp how thermal energy encompasses both the kinetic and potential energy of particles, how energy conservation applies at different scales, and how energy transformation happens with one form increasing as another decreases.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: HS-PS4-1
Standard Description: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.

Key Concepts:
*None specified*

Learning Objectives:
* Analysis. Using the mathematical relationship 𝑣 = 𝑓𝜆, students assess claims about any of the three quantities when the other two quantities are known for waves travelling in various specified media. Students use the mathematical relationships to distinguish between cause and correlation with respect to the supported claims.
* Mathematical modeling. Students show that the product of the frequency and the wavelength of a particular type of wave in a given medium is constant, and identify this relationship as the wave speed according to the mathematical relationship 𝑣 = 𝑓𝜆. Students use the data to show that the wave speed for a particular type of wave changes as the medium through which the wave travels changes. Students predict the relative change in the wavelength of a wave when it moves from one medium to another (thus different wave speeds using the mathematical relationship 𝑣 = 𝑓𝜆). Students express the relative change in terms of cause (different media) and effect (different wavelengths but same frequency).
* Representation. Students identify and describe the relevant components in the mathematical representations: mathematical values for frequency, wavelength, and speed of waves traveling in various specified media; and the relationships between frequency, wavelength, and speed of waves traveling in various specified media.

Assessment Boundaries:
* Assessment is limited to algebraic relationships and describing those relationships qualitatively.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: HS-PS4-2
Standard Description: Evaluate questions about the advantages of using a digital transmission and storage of information. Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.

Key Concepts:
*None specified*

Learning Objectives:
* Addressing phenomena or scientific theories. Students evaluate the given questions in terms of whether or not answers to the questions would provide examples of features associated with digital transmission and storage of information (e.g., can be stored reliably without degradation over time, transferred easily, and copied and shared rapidly; can be easily deleted; can be stolen easily by making a copy; can be broadly accessed); and in their evaluation of the given questions, students describe the stability and importance of the systems that employ digital information as they relate to the advantages and disadvantages of digital transmission and storage of information; and discuss the relevance of the answers to the question to real-life examples (e.g., emailing your homework to a teacher, copying music, using the internet for research, social media).
* Evaluating empirical testability. Students evaluate the given questions in terms of whether or not answers to the questions would provide means to empirically determine whether given features are advantages or disadvantages.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: High School Physics
Unit ID: PS
Unit Name: Physical Science
Cluster ID: PS4
Cluster Name: Waves and their Applications in Technologies for Information Transfer
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: HS-PS4-5
Standard Description: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.

Key Concepts:
*None specified*

Learning Objectives:
* Integrating Core Ideas: Students should be able to: Identify the wave behavior or the photoelectric effect (absorption of photons and production of electrons) that a given device utilizes. Qualitatively describe the underlying physics principles and how they were incorporated in the design of the device to achieve its functionality. Discuss the real-world problem addressed by the device and understand the significance of the device in modern civilization. Recognize and articulate the cause-and-effect relationships that enable the device's functionality.
* Understanding Technical Communication: Students should be able to describe the physical principles underpinning at least two devices, with one device operating based on the photoelectric effect. They should be familiar with the origins of the information related to these devices.

Assessment Boundaries:
* Assessments are limited to qualitative information. Assessments do not include band theory.

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-1
Standard Description: A force is a push or a pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-1+1
Standard Description: A force is a push or a pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-1+2
Standard Description: Pushes and pulls can make things move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-2
Standard Description: Pushes and pulls can involve direct or indirect contact between objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-2+1
Standard Description: Pushes and pulls can happen when objects touch each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-2+2
Standard Description: Some pushes and pulls can happen without objects touching, like with magnets or gravity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-3
Standard Description: Pushes and pulls can be explored in everyday life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-3+1
Standard Description: Pushes and pulls are everywhere in our daily lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1A
Cluster Name: Pushes and Pulls are Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1A-3+2
Standard Description: You can see pushes and pulls when you open and close doors, or when you play on a playground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-1
Standard Description: Pushes and pulls can cause objects that are not moving, or at rest, to move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-1+1
Standard Description: Pushes and pulls can make things that are not moving start to move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-1+2
Standard Description: When you push or pull something, it can start moving in the direction of the push or pull.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-2
Standard Description: Pushes and pulls can change the motion—the speed and/or direction—of objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-2+1
Standard Description: Pushes and pulls can change how fast something moves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-2+2
Standard Description: Pushes and pulls can change the direction something is moving.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-3
Standard Description: When objects collide with one another, the motions of the colliding objects can change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-3+1
Standard Description: When objects bump into each other, they can change direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1B
Cluster Name: Pushes and Pulls can Change an Object’s Motion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1B-3+2
Standard Description: Collisions can cause objects to stop moving or change the way they are moving.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-1
Standard Description: Magnetism and gravity are examples of indirect, non-contact forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-1+1
Standard Description: Magnetism is a force that can push or pull on some materials without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-1+2
Standard Description: Gravity and magnetism are invisible forces that can push and pull objects without touching.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-2
Standard Description: Magnets are certain metals that can push or pull some metal objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-2+1
Standard Description: Magnets are made of certain metals that can pull some metal objects without touching them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-3
Standard Description: Magnets have two ends, called poles, that behave differently.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-3+1
Standard Description: Magnets have two ends called poles, one is the north pole and the other is the south pole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-3+2
Standard Description: The north pole of one magnet will push away the north pole of another magnet, and the same happens with the south poles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-3+3
Standard Description: The north pole of one magnet will pull the south pole of another magnet, and vice versa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-4
Standard Description: Magnets can be useful in everyday devices (cabinet doors, refrigerator magnets).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-4+1
Standard Description: Magnets can hold things like pictures on a refrigerator door.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-1
Unit Name: Pushes and Pulls
Cluster ID: CKSci-GK-1C
Cluster Name: Magnetism is a Force
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-1C-4+2
Standard Description: Magnets are used in cabinet doors to keep them closed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-1
Standard Description: A living thing is an organism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-1+1
Standard Description: Living things, like plants and animals, need food, water, and air to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-1+2
Standard Description: Plants and animals live in places that have the things they need to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-1+3
Standard Description: Living things can grow and change over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-2
Standard Description: Organisms can grow, respond to environments, reproduce, and use food energy for life processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-2+1
Standard Description: Living things grow and change throughout their lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-2+2
Standard Description: Living things need food to get energy for moving, growing, and staying warm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-2+3
Standard Description: Living things can make more of themselves, which is called reproducing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-3
Standard Description: Plants are organisms. There are many types of plants. Most plants have stems, roots, and leaves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-3+1
Standard Description: Plants have parts like stems, roots, and leaves that help them grow and survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-3+2
Standard Description: Roots help plants get water from the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-3+3
Standard Description: Stems help hold plants up and move water to other parts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-3+4
Standard Description: Leaves take in sunlight to help make food for the plant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-4
Standard Description: Animals are organisms. There are many types of animals. Animals have certain parts for certain functions (structure: exoskeleton or skeleton; movement: legs, fins, wings; nutrition: mouth, digestive tract; protection: fur, shell).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-4+1
Standard Description: Animals have different body parts like legs, wings, and fins that help them move.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-4+2
Standard Description: Animals use their mouths to eat food, which gives them energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2A
Cluster Name: Plants and Animals
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2A-4+3
Standard Description: Some animals have fur or shells that protect them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-1
Standard Description: Plants need air, water, light, and space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-1+1
Standard Description: Plants need air, water, light, and space to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-2
Standard Description: Plants get what they need from their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-2+1
Standard Description: Plants get air, water, sunlight, and nutrients from their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-3
Standard Description: Different types of plants live in different types of environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-3+1
Standard Description: Different types of plants live in places where they can get the right amount of water and sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-3+2
Standard Description: Some plants live in wet places, while others live in dry places like deserts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-4
Standard Description: Plants make their own food using sunlight and air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2B
Cluster Name: Plants, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2B-4+1
Standard Description: Plants use sunlight and air to make their own food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-1
Standard Description: Animals need air, food, water, and shelter to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-1+1
Standard Description: Animals need air to breathe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-1+2
Standard Description: Animals need food to eat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-1+3
Standard Description: Animals need water to drink.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-1+4
Standard Description: Animals need shelter to stay safe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-2
Standard Description: Animals get what they need from their environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-2+1
Standard Description: Animals get food from the places where they live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-2+2
Standard Description: Animals find water in their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-2+3
Standard Description: Animals get air from their surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-2+4
Standard Description: Animals find or make shelters in their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-3
Standard Description: Different types of animals live in different types of environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-3+1
Standard Description: Different animals live in different places where they can get the air, food, water, and shelter they need.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-3+2
Standard Description: Animals live in habitats like forests, deserts, prairies, mountains, and oceans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-3+3
Standard Description: Animals live where they can survive and grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-4
Standard Description: Animals get their food by eating other living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-4+1
Standard Description: Animals eat plants or other animals to get their food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-4+2
Standard Description: Some animals eat both plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2C
Cluster Name: Animals, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2C-4+3
Standard Description: Animals find their food in the places where they live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-1
Standard Description: Human beings are a type of animal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-1+1
Standard Description: Humans are a kind of animal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-2
Standard Description: Humans need air, food, water, and shelter to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-2+1
Standard Description: Humans need air, food, water, and shelter to live and grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-3
Standard Description: Humans get what they need from their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-3+1
Standard Description: Humans get what they need from their environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-4
Standard Description: Humans are omnivores.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-2
Unit Name: Needs of Plants and Animals
Cluster ID: CKSci-GK-2D
Cluster Name: Humans, Their Needs, and Their Environments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-2D-4+1
Standard Description: Humans eat both plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-1
Standard Description: Plants and animals live in environments that meet their needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-1+1
Standard Description: Plants need sunlight, water, and air to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-1+2
Standard Description: Animals need food, water, and shelter to live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-1+3
Standard Description: Plants and animals live in places that have what they need to survive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-2
Standard Description: Changes in environment affect the organisms that live there.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-2+1
Standard Description: When the environment changes, animals and plants may not find enough food, water, or air, and they may die.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-2+2
Standard Description: Some animals and plants can survive changes in their environment by moving to a new place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3A
Cluster Name: Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3A-2+3
Standard Description: If an environment changes too much, living things in the area cannot survive and may become extinct.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3B
Cluster Name: Plants in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3B-1
Standard Description: Plants, such as water hyacinth and kudzu, can change ecosystems, affecting the ability of other living things in the ecosystem to meet their own needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3B
Cluster Name: Plants in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3B-1+1
Standard Description: Plants like kudzu can grow over other plants and block their sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3B
Cluster Name: Plants in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3B-1+2
Standard Description: Invasive plants like water hyacinths can spread quickly and take over areas, affecting native plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3B
Cluster Name: Plants in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3B-1+3
Standard Description: When plants block sunlight, it can make it hard for other plants to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3B
Cluster Name: Plants in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3B-1+4
Standard Description: Plants can change environments by blocking sunlight and taking space from other plants, making it hard for them to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3C
Cluster Name: Animals in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3C-1
Standard Description: Animals, such as the zebra mussel and the beaver, can change ecosystems, affecting the ability of other living things in the ecosystem to meet their own needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3C
Cluster Name: Animals in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3C-1+1
Standard Description: Animals can change their environments to meet their needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3C
Cluster Name: Animals in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3C-1+2
Standard Description: Beavers build dams by cutting down trees, which changes how water flows and creates ponds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3C
Cluster Name: Animals in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3C-1+3
Standard Description: These changes can make it hard for some fish and plants to survive in the new environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3C
Cluster Name: Animals in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3C-1+4
Standard Description: Zebra mussels can outcompete native species for space and resources, affecting aquatic food chains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3D
Cluster Name: Human Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3D-1
Standard Description: Humans can change ecosystems through roads, cities, pollution, etc., affecting the ability of other living things in the ecosystem to meet their own needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3D
Cluster Name: Human Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3D-1+1
Standard Description: Humans build roads and cities, which can change where animals live.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3D
Cluster Name: Human Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3D-1+2
Standard Description: Pollution from human activities can make it hard for animals to find clean water and air.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3D
Cluster Name: Human Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3D-1+3
Standard Description: When humans change the land, it can make it difficult for animals to find food and shelter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3D
Cluster Name: Human Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3D-1+4
Standard Description: Cutting down trees for buildings and roads reduces the space animals have to live and find food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3D
Cluster Name: Human Changes in Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3D-1+5
Standard Description: Animals may be forced to move or may not survive when their habitats are changed by humans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1
Standard Description: People can make choices to reduce the amount of change they cause to ecosystems: Sustainable farming, reforestation, recycling, and pollution reduction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1+1
Standard Description: People can help the environment by making choices that reduce their impact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1+2
Standard Description: Recycling helps to keep the environment clean and reduces waste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1+3
Standard Description: Planting trees can help make the air cleaner and provide homes for animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1+4
Standard Description: Using less water and electricity helps save resources and protect the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1+5
Standard Description: Walking or biking instead of using a car helps reduce pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-3
Unit Name: Changing Environments
Cluster ID: CKSci-GK-3E
Cluster Name: People Design Solutions to Reduce Human Impact
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-3E-1+6
Standard Description: Farmers can use less water and avoid materials that cause pollution to protect the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-1
Standard Description: The sun is a star that lights the sky during the daytime.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-1+1
Standard Description: The sun is a star that lights up the sky during the daytime.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-1+2
Standard Description: The sun is the closest star to Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-2
Standard Description: Sunlight warms Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-2+1
Standard Description: Sunlight warms materials on Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-2+2
Standard Description: Materials become warmer in sunlight than they do in shade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-3
Standard Description: Blocking sunlight reduces its warming effect on Earth's surface and materials.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-3+1
Standard Description: Blocking sunlight keeps objects cooler.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4A
Cluster Name: Sunlight
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4A-3+2
Standard Description: Shade is an area where sunlight is blocked.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-1
Standard Description: Weather is what the air is like outside at any one time and place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-1+1
Standard Description: Weather is what the air is like outside at any one time and place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-1+2
Standard Description: Weather can be sunny, cloudy, rainy, windy, hot, cold, snowy, or stormy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-1+3
Standard Description: Weather changes from day to day and hour to hour.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-2
Standard Description: People collect and record weather data, such as temperature, rainfall, wind speed, and direction, to reveal patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-2+1
Standard Description: People collect and record weather data like temperature, rainfall, wind speed, and direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-2+2
Standard Description: Collecting weather data helps to reveal patterns over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-2+3
Standard Description: Weather data can show how weather changes from day to day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-3
Standard Description: Seasons are repeating patterns of weather within the course of a year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-3+1
Standard Description: Seasons are repeating patterns of weather that happen every year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-3+2
Standard Description: Different seasons have different kinds of weather.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4B
Cluster Name: Patterns in Weather Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4B-3+3
Standard Description: Winter is cooler than summer, and spring is when it starts to get warmer.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1
Standard Description: Weather can be severe and can cause damage (thunder, lightning, heavy rain, high wind, tornadoes, hail, blizzards, hurricanes, drought, and heat waves).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+1
Standard Description: Severe weather is dangerous and can happen at any time of year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+2
Standard Description: Severe weather can cause damage to people, land, and property.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+3
Standard Description: Hurricanes have strong winds and heavy rain that can damage buildings and trees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+4
Standard Description: Tornadoes are rotating columns of air that can destroy anything in their path.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+5
Standard Description: Thunderstorms have rain, thunder, and lightning, which can strike anything on the ground.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+6
Standard Description: Blizzards are winter storms with heavy snow and strong winds that make it hard to travel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-1+7
Standard Description: Heat waves are periods of very hot weather that can be dangerous for people outside.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-2
Standard Description: Analyzing patterns in weather data helps people predict, or forecast, when severe weather will occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-2+1
Standard Description: Scientists look at weather data over many days to find patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-2+2
Standard Description: Patterns in weather data help scientists predict what the weather will be like tomorrow and in the future.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-4
Unit Name: Weather Patterns
Cluster ID: CKSci-GK-4C
Cluster Name: Severe Weather
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-4C-2+3
Standard Description: Weather forecasting helps people plan and know when to move to a safe place.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-1
Standard Description: Vision is the ability to detect objects by light. Eyes are the organs of vision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-1+1
Standard Description: Vision is the ability to see things using light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-1+2
Standard Description: Eyes are the body parts that help us see.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-1+3
Standard Description: We see because our eyes detect light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-2
Standard Description: Hearing is the ability to detect sound. The ears are the organs of hearing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-2+1
Standard Description: Hearing is the ability to detect sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-2+2
Standard Description: Ears are the body parts that help us hear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-2+3
Standard Description: We hear because our ears detect sound.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-3
Standard Description: The senses of sight and hearing enable people to perform many important tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-3+1
Standard Description: Sight and hearing help us do many important things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-3+2
Standard Description: We use our eyes to see and our ears to hear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5A
Cluster Name: Vision and Hearing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5A-3+3
Standard Description: Seeing and hearing help us understand our surroundings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-1
Standard Description: The sense of smell is the ability to detect scent/odor. The nose is the organ of smell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-1+1
Standard Description: The sense of smell helps us detect scents or odors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-1+2
Standard Description: The nose is the body part that allows us to smell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-2
Standard Description: The sense of taste is the ability to detect chemicals in the environment. Taste buds enable a sense of taste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-2+1
Standard Description: The sense of taste helps us detect flavors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-2+2
Standard Description: The tongue is the body part that allows us to taste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-2+3
Standard Description: Taste buds on the tongue help us sense different flavors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-3
Standard Description: The sense of touch is the ability to feel things in the environment. Nerves in the skin enable a sense of touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-3+1
Standard Description: The sense of touch helps us feel things around us.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-3+2
Standard Description: Our skin, especially on our hands, lets us feel different textures and temperatures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5B
Cluster Name: Smell, Taste, and Touch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5B-3+3
Standard Description: Nerves in the skin help us sense if something is rough, smooth, hot, or cold.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-1
Standard Description: Proper care of the body helps all senses work most effectively.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-1+1
Standard Description: Taking care of your body helps your senses work well.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-1+2
Standard Description: Your senses let you see, hear, smell, taste, and touch the world around you.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-1+3
Standard Description: Keeping your body clean and healthy helps your senses stay strong.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-2
Standard Description: Healthy foods promote wellness of the senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-2+1
Standard Description: Eating healthy foods helps your senses stay strong.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-2+2
Standard Description: Healthy foods give your body the vitamins and energy it needs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: Kindergarten
Unit ID: CKSci-GK-5
Unit Name: The Human Body: Our Five Senses
Cluster ID: CKSci-GK-5C
Cluster Name: Taking Care of Your Body
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CKSci-GK-5C-2+3
Standard Description: Fruits and vegetables are good for your body and senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.1
Unit Name: The Land and People before Columbus
Cluster ID: 5.1.A
Cluster Name: Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mis
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 5.1.1
Standard Description: Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.1
Unit Name: The Land and People before Columbus
Cluster ID: 5.1.A
Cluster Name: Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mis
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 5.1.2
Standard Description: Describe their varied customs and folklore traditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.1
Unit Name: The Land and People before Columbus
Cluster ID: 5.1.A
Cluster Name: Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mis
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 5.1.3
Standard Description: Explain their varied economies and systems of government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.2
Unit Name: Age of Exploration
Cluster ID: 5.2.A
Cluster Name: Students trace the routes of early explorers and describe the early explorations of the Americas.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 5.2.1
Standard Description: Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.2
Unit Name: Age of Exploration
Cluster ID: 5.2.A
Cluster Name: Students trace the routes of early explorers and describe the early explorations of the Americas.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 5.2.2
Standard Description: Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.3
Unit Name: Cooperation and Conflict in North America
Cluster ID: 5.3.A
Cluster Name: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 5.3.1
Standard Description: Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.3
Unit Name: Cooperation and Conflict in North America
Cluster ID: 5.3.A
Cluster Name: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 5.3.2
Standard Description: Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural exchanges).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.3
Unit Name: Cooperation and Conflict in North America
Cluster ID: 5.3.A
Cluster Name: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 5.3.3
Standard Description: Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.3
Unit Name: Cooperation and Conflict in North America
Cluster ID: 5.3.A
Cluster Name: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 5.3.4
Standard Description: Discuss the role of broken treaties and massacres and the factors that led to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.3
Unit Name: Cooperation and Conflict in North America
Cluster ID: 5.3.A
Cluster Name: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 5.3.5
Standard Description: Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.3
Unit Name: Cooperation and Conflict in North America
Cluster ID: 5.3.A
Cluster Name: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 5.3.6
Standard Description: Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 5.4.1
Standard Description: Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 5.4.2
Standard Description: Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 5.4.3
Standard Description: Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 5.4.4
Standard Description: Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 5.4.5
Standard Description: Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system, and the differences between the British, Spanish, and French colonial systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: 5.4.6
Standard Description: Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.4
Unit Name: British Colonial America
Cluster ID: 5.4.A
Cluster Name: Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 5.4.7
Standard Description: Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.5
Unit Name: The Road to Revolution
Cluster ID: 5.5.A
Cluster Name: Students explain the causes of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 5.5.1
Standard Description: Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.5
Unit Name: The Road to Revolution
Cluster ID: 5.5.A
Cluster Name: Students explain the causes of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 5.5.2
Standard Description: Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.5
Unit Name: The Road to Revolution
Cluster ID: 5.5.A
Cluster Name: Students explain the causes of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 5.5.3
Standard Description: Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.5
Unit Name: The Road to Revolution
Cluster ID: 5.5.A
Cluster Name: Students explain the causes of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 5.5.4
Standard Description: Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 5.6.1
Standard Description: Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 5.6.2
Standard Description: Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin's negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Kościuszko, Baron Friedrich Wilhelm von Steuben).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 5.6.3
Standard Description: Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 5.6.4
Standard Description: Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 5.6.5
Standard Description: Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 5.6.6
Standard Description: Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies' impact on American Indians' land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.6
Unit Name: The American Revolution
Cluster ID: 5.6.A
Cluster Name: Students understand the course and consequences of the American Revolution.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 5.6.7
Standard Description: Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.7
Unit Name: The Development and Significance of the U.S. Constitution
Cluster ID: 5.7.A
Cluster Name: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 5.7.1
Standard Description: List the shortcomings of the Articles of Confederation as set forth by their critics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.7
Unit Name: The Development and Significance of the U.S. Constitution
Cluster ID: 5.7.A
Cluster Name: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 5.7.2
Standard Description: Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.7
Unit Name: The Development and Significance of the U.S. Constitution
Cluster ID: 5.7.A
Cluster Name: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 5.7.3
Standard Description: Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.7
Unit Name: The Development and Significance of the U.S. Constitution
Cluster ID: 5.7.A
Cluster Name: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 5.7.4
Standard Description: Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.7
Unit Name: The Development and Significance of the U.S. Constitution
Cluster ID: 5.7.A
Cluster Name: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 5.7.5
Standard Description: Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.7
Unit Name: The Development and Significance of the U.S. Constitution
Cluster ID: 5.7.A
Cluster Name: Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 5.7.6
Standard Description: Know the songs that express American ideals (e.g., "America the Beautiful," "The Star-Spangled Banner").

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.8
Unit Name: Life in the Young Republic
Cluster ID: 5.8.A
Cluster Name: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 5.8.1
Standard Description: Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.8
Unit Name: Life in the Young Republic
Cluster ID: 5.8.A
Cluster Name: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: 5.8.3
Standard Description: Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.8
Unit Name: Life in the Young Republic
Cluster ID: 5.8.A
Cluster Name: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 5.8.4
Standard Description: Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.8
Unit Name: Life in the Young Republic
Cluster ID: 5.8.A
Cluster Name: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 5.8.5
Standard Description: Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 5th Grade: US History (1491-1850)
Unit ID: 5.8
Unit Name: Life in the Young Republic
Cluster ID: 5.8.A
Cluster Name: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 5.8.6
Standard Description: Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.1
Unit Name: Early Humankind and the Development of Human Societies
Cluster ID: 6.1.A
Cluster Name: Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 6.1.1
Standard Description: Describe the hunter-gatherer societies, including the development of tools and the use of fire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.1
Unit Name: Early Humankind and the Development of Human Societies
Cluster ID: 6.1.A
Cluster Name: Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 6.1.2
Standard Description: Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.1
Unit Name: Early Humankind and the Development of Human Societies
Cluster ID: 6.1.A
Cluster Name: Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 6.1.3
Standard Description: Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 6.2.1
Standard Description: Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 6.2.2
Standard Description: Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 6.2.3
Standard Description: Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 6.2.4
Standard Description: Know the significance of Hammurabi's Code.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 6.2.5
Standard Description: Discuss the main features of Egyptian art and architecture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 6.2.6
Standard Description: Describe the role of Egyptian trade in the eastern Mediterranean and Nile Valley.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 6.2.7
Standard Description: Understand the significance of Queen Hatshepsut and Ramses the Great.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 6.2.8
Standard Description: Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.2
Unit Name: The Early Civilizations of Mesopotamia, Egypt, and Kush
Cluster ID: 6.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 6.2.9
Standard Description: Trace the evolution of language and its written forms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.3
Unit Name: The Ancient Israelites and the Birth of Judaism
Cluster ID: 6.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 6.3.1
Standard Description: Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.3
Unit Name: The Ancient Israelites and the Birth of Judaism
Cluster ID: 6.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 6.3.2
Standard Description: Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.3
Unit Name: The Ancient Israelites and the Birth of Judaism
Cluster ID: 6.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 6.3.3
Standard Description: Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.3
Unit Name: The Ancient Israelites and the Birth of Judaism
Cluster ID: 6.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 6.3.4
Standard Description: Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.3
Unit Name: The Ancient Israelites and the Birth of Judaism
Cluster ID: 6.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 6.3.5
Standard Description: Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 6.4.1
Standard Description: Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 6.4.2
Standard Description: Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 6.4.3
Standard Description: State the key differences between Athenian, or direct, democracy and representative democracy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 6.4.4
Standard Description: Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 6.4.5
Standard Description: Outline the founding, expansion, and political organization of the Persian Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 6.4.6
Standard Description: Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: 6.4.7
Standard Description: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.4
Unit Name: The Rise and Legacy of Ancient Greece
Cluster ID: 6.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: 6.4.8
Standard Description: Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 6.5.1
Standard Description: Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: 6.5.2
Standard Description: Discuss the significance of the Aryan invasions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 6.5.3
Standard Description: Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 6.5.4
Standard Description: Outline the social structure of the caste system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 6.5.5
Standard Description: Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 6.5.6
Standard Description: Describe the growth of the Maurya empire and the political and moral achievements of the emperor Ashoka.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.5
Unit Name: Early Civilizations of India: Characteristics and Accomplishments
Cluster ID: 6.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 6.5.7
Standard Description: Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 6.6.1
Standard Description: Locate and describe the origins of Chinese civilization in the Huanghe Valley during the Shang Dynasty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 6.6.2
Standard Description: Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 6.6.3
Standard Description: Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 6.6.4
Standard Description: Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 6.6.5
Standard Description: List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 6.6.6
Standard Description: Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 6.6.7
Standard Description: Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and Roman Empire and their locations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.6
Unit Name: Early Civilizations of China: Characteristics and Accomplishments
Cluster ID: 6.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 6.6.8
Standard Description: Describe the diffusion of Buddhism northward to China during the Han Dynasty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 6.7.1
Standard Description: Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 6.7.2
Standard Description: Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 6.7.3
Standard Description: Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: 6.7.4
Standard Description: Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: 6.7.5
Standard Description: Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: 6.7.6
Standard Description: Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: 6.7.7
Standard Description: Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 6th Grade: Ancient World History
Unit ID: 6.7
Unit Name: The Development of Rome
Cluster ID: 6.7.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: 6.7.8
Standard Description: Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.1
Unit Name: The Rise and Fall of Rome
Cluster ID: 7.1.A
Cluster Name: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 7.1.1
Standard Description: Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.1
Unit Name: The Rise and Fall of Rome
Cluster ID: 7.1.A
Cluster Name: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 7.1.2
Standard Description: Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.1
Unit Name: The Rise and Fall of Rome
Cluster ID: 7.1.A
Cluster Name: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 7.1.3
Standard Description: Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.10
Unit Name: The Scientific Revolution
Cluster ID: 7.10.A
Cluster Name: Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: 7.10.1
Standard Description: Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.10
Unit Name: The Scientific Revolution
Cluster ID: 7.10.A
Cluster Name: Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: 7.10.2
Standard Description: Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.10
Unit Name: The Scientific Revolution
Cluster ID: 7.10.A
Cluster Name: Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: 7.10.3
Standard Description: Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.11
Unit Name: Exploration, Enlightenment, and Reason in the Early Modern Era
Cluster ID: 7.11.A
Cluster Name: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: 7.11.1
Standard Description: Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.11
Unit Name: Exploration, Enlightenment, and Reason in the Early Modern Era
Cluster ID: 7.11.A
Cluster Name: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: 7.11.2
Standard Description: Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.11
Unit Name: Exploration, Enlightenment, and Reason in the Early Modern Era
Cluster ID: 7.11.A
Cluster Name: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: 7.11.3
Standard Description: Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and mapmakers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.11
Unit Name: Exploration, Enlightenment, and Reason in the Early Modern Era
Cluster ID: 7.11.A
Cluster Name: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: 7.11.4
Standard Description: Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.11
Unit Name: Exploration, Enlightenment, and Reason in the Early Modern Era
Cluster ID: 7.11.A
Cluster Name: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: 7.11.5
Standard Description: Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.11
Unit Name: Exploration, Enlightenment, and Reason in the Early Modern Era
Cluster ID: 7.11.A
Cluster Name: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: 7.11.6
Standard Description: Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.2
Unit Name: The Development and Spread of the Civilizations of Islam
Cluster ID: 7.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 7.2.1
Standard Description: Identify the physical features and describe the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.2
Unit Name: The Development and Spread of the Civilizations of Islam
Cluster ID: 7.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 7.2.2
Standard Description: Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.2
Unit Name: The Development and Spread of the Civilizations of Islam
Cluster ID: 7.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 7.2.3
Standard Description: Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.2
Unit Name: The Development and Spread of the Civilizations of Islam
Cluster ID: 7.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 7.2.4
Standard Description: Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.2
Unit Name: The Development and Spread of the Civilizations of Islam
Cluster ID: 7.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 7.2.5
Standard Description: Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.2
Unit Name: The Development and Spread of the Civilizations of Islam
Cluster ID: 7.2.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 7.2.6
Standard Description: Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.3
Unit Name: East Asia in the Middle Ages
Cluster ID: 7.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 7.3.1
Standard Description: Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.3
Unit Name: East Asia in the Middle Ages
Cluster ID: 7.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 7.3.2
Standard Description: Describe agricultural, technological, and commercial developments during the Tang and Song periods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.3
Unit Name: East Asia in the Middle Ages
Cluster ID: 7.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 7.3.3
Standard Description: Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.3
Unit Name: East Asia in the Middle Ages
Cluster ID: 7.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 7.3.4
Standard Description: Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.3
Unit Name: East Asia in the Middle Ages
Cluster ID: 7.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 7.3.5
Standard Description: Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.3
Unit Name: East Asia in the Middle Ages
Cluster ID: 7.3.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 7.3.6
Standard Description: Describe the development of the imperial state and the scholar-official class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.4
Unit Name: Medieval West Africa: Ghana & Mali
Cluster ID: 7.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 7.4.2
Standard Description: Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.4
Unit Name: Medieval West Africa: Ghana & Mali
Cluster ID: 7.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 7.4.3
Standard Description: Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.4
Unit Name: Medieval West Africa: Ghana & Mali
Cluster ID: 7.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: 7.4.4
Standard Description: Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.4
Unit Name: Medieval West Africa: Ghana & Mali
Cluster ID: 7.4.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 7.4.5
Standard Description: Describe the importance of written and oral traditions in the transmission of African history and culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.5
Unit Name: Medieval Japan
Cluster ID: 7.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 7.5.1
Standard Description: Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.5
Unit Name: Medieval Japan
Cluster ID: 7.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 7.5.2
Standard Description: Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.5
Unit Name: Medieval Japan
Cluster ID: 7.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 7.5.3
Standard Description: Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.5
Unit Name: Medieval Japan
Cluster ID: 7.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 7.5.4
Standard Description: Trace the development of distinctive forms of Japanese Buddhism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.5
Unit Name: Medieval Japan
Cluster ID: 7.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 7.5.5
Standard Description: Study the ninth and tenth centuries' golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu's Tale of Genji.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.5
Unit Name: Medieval Japan
Cluster ID: 7.5.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 7.5.6
Standard Description: Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 7.6.1
Standard Description: Study the geography of Europe and the Eurasian landmass, including its location, topography, waterways, vegetation, and climate, and their relationship to ways of life in Medieval Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 7.6.2
Standard Description: Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 7.6.3
Standard Description: Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 7.6.4
Standard Description: Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 7.6.5
Standard Description: Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 7.6.6
Standard Description: Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 7.6.7
Standard Description: Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 7.6.8
Standard Description: Understand the importance of the Catholic Church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of "natural law").

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.6
Unit Name: Medieval Europe
Cluster ID: 7.6.A
Cluster Name: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 7.6.9
Standard Description: Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.7
Unit Name: Mesoamerican and Andean Civilizations
Cluster ID: 7.7.A
Cluster Name: Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and Andean civilizations.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 7.7.1
Standard Description: Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.7
Unit Name: Mesoamerican and Andean Civilizations
Cluster ID: 7.7.A
Cluster Name: Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and Andean civilizations.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 7.7.2
Standard Description: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.7
Unit Name: Mesoamerican and Andean Civilizations
Cluster ID: 7.7.A
Cluster Name: Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and Andean civilizations.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 7.7.3
Standard Description: Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.7
Unit Name: Mesoamerican and Andean Civilizations
Cluster ID: 7.7.A
Cluster Name: Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and Andean civilizations.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: 7.7.4
Standard Description: Describe the artistic and oral traditions and architecture in the three civilizations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.7
Unit Name: Mesoamerican and Andean Civilizations
Cluster ID: 7.7.A
Cluster Name: Students compare and contrast the geographic, political, economic, religious, and social structures of the Mesoamerican and Andean civilizations.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: 7.7.5
Standard Description: Describe the Mesoamerican achievements in astronomy and mathematics, including the development of the calendar and the Mesoamerican knowledge of seasonal changes to the civilizations' agricultural systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.8
Unit Name: The Renaissance
Cluster ID: 7.8.A
Cluster Name: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 7.8.1
Standard Description: Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.8
Unit Name: The Renaissance
Cluster ID: 7.8.A
Cluster Name: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 7.8.2
Standard Description: Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.8
Unit Name: The Renaissance
Cluster ID: 7.8.A
Cluster Name: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 7.8.3
Standard Description: Understand the effects of the reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.8
Unit Name: The Renaissance
Cluster ID: 7.8.A
Cluster Name: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: 7.8.4
Standard Description: Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.8
Unit Name: The Renaissance
Cluster ID: 7.8.A
Cluster Name: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: 7.8.5
Standard Description: Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: 7.9.1
Standard Description: List the causes for the internal turmoil in and weakening of the Catholic Church (e.g., tax policies, selling of indulgences).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: 7.9.2
Standard Description: Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: 7.9.3
Standard Description: Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: 7.9.4
Standard Description: Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: 7.9.5
Standard Description: Analyze how the Counter-Reformation revitalized the Catholic Church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: 7.9.6
Standard Description: Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 7th Grade: Medieval & Early Modern World History
Unit ID: 7.9
Unit Name: The Reformation
Cluster ID: 7.9.A
Cluster Name: Students analyze the historical developments of the Reformation.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: 7.9.7
Standard Description: Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.1
Unit Name: The Development of American Constitutional Democracy
Cluster ID: 8.1.A
Cluster Name: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 8.1.1
Standard Description: Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.1
Unit Name: The Development of American Constitutional Democracy
Cluster ID: 8.1.A
Cluster Name: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 8.1.2
Standard Description: Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.1
Unit Name: The Development of American Constitutional Democracy
Cluster ID: 8.1.A
Cluster Name: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 8.1.3
Standard Description: Analyze how the American Revolution affected other nations, especially France.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.1
Unit Name: The Development of American Constitutional Democracy
Cluster ID: 8.1.A
Cluster Name: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 8.1.4
Standard Description: Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: 8.10.1
Standard Description: Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: 8.10.2
Standard Description: Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: 8.10.3
Standard Description: Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: 8.10.4
Standard Description: Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: 8.10.5
Standard Description: Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: 8.10.6
Standard Description: Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.10
Unit Name: The Causes, Course, and Consequences of the Civil War
Cluster ID: 8.10.A
Cluster Name: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: 8.10.7
Standard Description: Explain how the war affected combatants, civilians, the physical environment, and future warfare.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.11
Unit Name: Accomplishments and Failures of Reconstruction
Cluster ID: 8.11.A
Cluster Name: Students analyze the character and lasting consequences of Reconstruction.
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: 8.11.1
Standard Description: List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.11
Unit Name: Accomplishments and Failures of Reconstruction
Cluster ID: 8.11.A
Cluster Name: Students analyze the character and lasting consequences of Reconstruction.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: 8.11.2
Standard Description: Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.11
Unit Name: Accomplishments and Failures of Reconstruction
Cluster ID: 8.11.A
Cluster Name: Students analyze the character and lasting consequences of Reconstruction.
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: 8.11.3
Standard Description: Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.11
Unit Name: Accomplishments and Failures of Reconstruction
Cluster ID: 8.11.A
Cluster Name: Students analyze the character and lasting consequences of Reconstruction.
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: 8.11.4
Standard Description: Trace the rise of the Ku Klux Klan and describe the Klan's effects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.11
Unit Name: Accomplishments and Failures of Reconstruction
Cluster ID: 8.11.A
Cluster Name: Students analyze the character and lasting consequences of Reconstruction.
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: 8.11.5
Standard Description: Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: 8.12.1
Standard Description: Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade, and locate such development on a map.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: 8.12.2
Standard Description: Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: 8.12.3
Standard Description: Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: 8.12.4
Standard Description: Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: 8.12.5
Standard Description: Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: 8.12.6
Standard Description: Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: 8.12.7
Standard Description: Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: 8.12.8
Standard Description: Identify the characteristics and impact of Grangerism and Populism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.12
Unit Name: The U.S. Industrial Revolution: Transformation and Responses
Cluster ID: 8.12.A
Cluster Name: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: 8.12.9
Standard Description: Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 8.2.1
Standard Description: Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 8.2.2
Standard Description: Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 8.2.3
Standard Description: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 8.2.4
Standard Description: Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 8.2.5
Standard Description: Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 8.2.6
Standard Description: Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.2
Unit Name: Envisioning a New America
Cluster ID: 8.2.A
Cluster Name: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 8.2.7
Standard Description: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 8.3.1
Standard Description: Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 8.3.2
Standard Description: Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 8.3.3
Standard Description: Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full faith and credit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 8.3.4
Standard Description: Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 8.3.5
Standard Description: Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebellion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 8.3.6
Standard Description: Describe the basic lawmaking process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.3
Unit Name: Early Tensions & Founding Principles of the United States
Cluster ID: 8.3.A
Cluster Name: Students understand the foundation of the American political system and the ways in which citizens participate in it.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 8.3.7
Standard Description: Understand the functions and responsibilities of a free press.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.4
Unit Name: Domestic Policy and Daily Life in the Early Republic
Cluster ID: 8.4.A
Cluster Name: Students analyze the aspirations and ideals of the people of the new nation.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: 8.4.1
Standard Description: Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.4
Unit Name: Domestic Policy and Daily Life in the Early Republic
Cluster ID: 8.4.A
Cluster Name: Students analyze the aspirations and ideals of the people of the new nation.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 8.4.2
Standard Description: Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.4
Unit Name: Domestic Policy and Daily Life in the Early Republic
Cluster ID: 8.4.A
Cluster Name: Students analyze the aspirations and ideals of the people of the new nation.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 8.4.3
Standard Description: Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.4
Unit Name: Domestic Policy and Daily Life in the Early Republic
Cluster ID: 8.4.A
Cluster Name: Students analyze the aspirations and ideals of the people of the new nation.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 8.4.4
Standard Description: Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.5
Unit Name: Foreign Policy in the Early Republic
Cluster ID: 8.5.A
Cluster Name: Students analyze U.S. foreign policy in the early Republic.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 8.5.1
Standard Description: Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.5
Unit Name: Foreign Policy in the Early Republic
Cluster ID: 8.5.A
Cluster Name: Students analyze U.S. foreign policy in the early Republic.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 8.5.2
Standard Description: Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.5
Unit Name: Foreign Policy in the Early Republic
Cluster ID: 8.5.A
Cluster Name: Students analyze U.S. foreign policy in the early Republic.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 8.5.3
Standard Description: Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 8.6.1
Standard Description: Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 8.6.2
Standard Description: Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 8.6.3
Standard Description: List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 8.6.4
Standard Description: Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 8.6.5
Standard Description: Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 8.6.6
Standard Description: Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.6
Unit Name: The Divergent Paths of the American People: 1800–1850
Cluster ID: 8.6.A
Cluster Name: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 8.6.7
Standard Description: Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.7
Unit Name: The Antebellum South: Slavery and Society
Cluster ID: 8.7.A
Cluster Name: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 8.7.1
Standard Description: Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.7
Unit Name: The Antebellum South: Slavery and Society
Cluster ID: 8.7.A
Cluster Name: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 8.7.2
Standard Description: Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.7
Unit Name: The Antebellum South: Slavery and Society
Cluster ID: 8.7.A
Cluster Name: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 8.7.3
Standard Description: Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.7
Unit Name: The Antebellum South: Slavery and Society
Cluster ID: 8.7.A
Cluster Name: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 8.7.4
Standard Description: Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.8
Unit Name: Manifest Destiny & Westward Expansion
Cluster ID: 8.8.A
Cluster Name: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 8.8.1
Standard Description: Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.8
Unit Name: Manifest Destiny & Westward Expansion
Cluster ID: 8.8.A
Cluster Name: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 8.8.2
Standard Description: Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.8
Unit Name: Manifest Destiny & Westward Expansion
Cluster ID: 8.8.A
Cluster Name: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: 8.8.3
Standard Description: Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.8
Unit Name: Manifest Destiny & Westward Expansion
Cluster ID: 8.8.A
Cluster Name: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: 8.8.4
Standard Description: Examine the importance of the great rivers and the struggle over water rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.8
Unit Name: Manifest Destiny & Westward Expansion
Cluster ID: 8.8.A
Cluster Name: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 8.8.5
Standard Description: Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.8
Unit Name: Manifest Destiny & Westward Expansion
Cluster ID: 8.8.A
Cluster Name: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 8.8.6
Standard Description: Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.9
Unit Name: Abolitionism: Conflicts over Slavery
Cluster ID: 8.9.A
Cluster Name: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 8.9.1
Standard Description: Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.9
Unit Name: Abolitionism: Conflicts over Slavery
Cluster ID: 8.9.A
Cluster Name: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: 8.9.2
Standard Description: Discuss the abolition of slavery in early state constitutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.9
Unit Name: Abolitionism: Conflicts over Slavery
Cluster ID: 8.9.A
Cluster Name: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: 8.9.3
Standard Description: Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.9
Unit Name: Abolitionism: Conflicts over Slavery
Cluster ID: 8.9.A
Cluster Name: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: 8.9.4
Standard Description: Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.9
Unit Name: Abolitionism: Conflicts over Slavery
Cluster ID: 8.9.A
Cluster Name: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: 8.9.5
Standard Description: Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: 8th Grade: US History (1787-1898)
Unit ID: 8.9
Unit Name: Abolitionism: Conflicts over Slavery
Cluster ID: 8.9.A
Cluster Name: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: 8.9.6
Standard Description: Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.1
Unit Name: Fundamental Principles of American Democracy
Cluster ID: 12.1.A
Cluster Name: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 12.1.1
Standard Description: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.1
Unit Name: Fundamental Principles of American Democracy
Cluster ID: 12.1.A
Cluster Name: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 12.1.2
Standard Description: Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.1
Unit Name: Fundamental Principles of American Democracy
Cluster ID: 12.1.A
Cluster Name: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 12.1.3
Standard Description: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as "self-evident truths."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.1
Unit Name: Fundamental Principles of American Democracy
Cluster ID: 12.1.A
Cluster Name: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 12.1.4
Standard Description: Explain how the Founding Fathers' realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.1
Unit Name: Fundamental Principles of American Democracy
Cluster ID: 12.1.A
Cluster Name: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 12.1.5
Standard Description: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.1
Unit Name: Fundamental Principles of American Democracy
Cluster ID: 12.1.A
Cluster Name: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 12.1.6
Standard Description: Understand that the Bill of Rights limits the powers of the federal government and state governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.10
Unit Name: Compelling Questions and Contemporary Issues
Cluster ID: 12.10.A
Cluster Name: Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and n
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: 12.10.1
Standard Description: Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.11
Unit Name: Fundamental Economic Concepts and Reasoning
Cluster ID: 12.11.A
Cluster Name: Students understand common economic terms and concepts and economic reasoning.
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: 12.11.1
Standard Description: Examine the causal relationship between scarcity and the need for choices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.11
Unit Name: Fundamental Economic Concepts and Reasoning
Cluster ID: 12.11.A
Cluster Name: Students understand common economic terms and concepts and economic reasoning.
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: 12.11.2
Standard Description: Explain opportunity cost, marginal benefit, and marginal cost.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.11
Unit Name: Fundamental Economic Concepts and Reasoning
Cluster ID: 12.11.A
Cluster Name: Students understand common economic terms and concepts and economic reasoning.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: 12.11.3
Standard Description: Identify the difference between monetary and non-monetary incentives and how changes in incentives cause changes in behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.11
Unit Name: Fundamental Economic Concepts and Reasoning
Cluster ID: 12.11.A
Cluster Name: Students understand common economic terms and concepts and economic reasoning.
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: 12.11.4
Standard Description: Evaluate the role of private property as an incentive in conserving and improving scarce resources, including renewable and nonrenewable natural resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.11
Unit Name: Fundamental Economic Concepts and Reasoning
Cluster ID: 12.11.A
Cluster Name: Students understand common economic terms and concepts and economic reasoning.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: 12.11.5
Standard Description: Analyze the role of a market economy in establishing and preserving political and personal liberty (e.g., through the works of Adam Smith).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: 12.12.1
Standard Description: Understand the relationship of the concept of incentives to the law of supply and the relationship of the concept of incentives and substitutes to the law of demand.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: 12.12.10
Standard Description: Discuss the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retail facilities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: 12.12.2
Standard Description: Discuss the effects of changes in supply and/or demand on the relative scarcity, price, and quantity of particular products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: 12.12.3
Standard Description: Explain the roles of property rights, competition, and profit in a market economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: 12.12.4
Standard Description: Explain how prices reflect the relative scarcity of goods and services and perform the allocative function in a market economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: 12.12.5
Standard Description: Understand the process by which competition among buyers and sellers determines a market price.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: 12.12.6
Standard Description: Describe the effect of price controls on buyers and sellers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: 12.12.7
Standard Description: Analyze how domestic and international competition in a market economy affects goods and services produced and the quality, quantity, and price of those products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: 12.12.8
Standard Description: Explain the role of profit as the incentive to entrepreneurs in a market economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.12
Unit Name: Fundamentals of the Market Economy
Cluster ID: 12.12.A
Cluster Name: Students analyze the elements of America's market economy in a global setting.
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: 12.12.9
Standard Description: Describe the functions of the financial markets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.13
Unit Name: Government Influence on the Economy
Cluster ID: 12.13.A
Cluster Name: Students analyze the influence of the federal government on the American economy.
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: 12.13.1
Standard Description: Understand how the role of government in a market economy often includes providing for national defense, addressing environmental concerns, defining and enforcing property rights, attempting to make markets more competitive, and protecting consumers' rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.13
Unit Name: Government Influence on the Economy
Cluster ID: 12.13.A
Cluster Name: Students analyze the influence of the federal government on the American economy.
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: 12.13.2
Standard Description: Identify the factors that may cause the costs of government actions to outweigh the benefits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.13
Unit Name: Government Influence on the Economy
Cluster ID: 12.13.A
Cluster Name: Students analyze the influence of the federal government on the American economy.
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: 12.13.3
Standard Description: Describe the aims of government fiscal policies (taxation, borrowing, spending) and their influence on production, employment, and price levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.13
Unit Name: Government Influence on the Economy
Cluster ID: 12.13.A
Cluster Name: Students analyze the influence of the federal government on the American economy.
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: 12.13.4
Standard Description: Understand the aims and tools of monetary policy and their influence on economic activity (e.g., the Federal Reserve).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.14
Unit Name: Labor Markets
Cluster ID: 12.14.A
Cluster Name: Students analyze the elements of the U.S. labor market in a global setting.
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: 12.14.1
Standard Description: Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.14
Unit Name: Labor Markets
Cluster ID: 12.14.A
Cluster Name: Students analyze the elements of the U.S. labor market in a global setting.
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: 12.14.2
Standard Description: Describe the current economy and labor market, including the types of goods and services produced, the types of skills workers need, the effects of rapid technological change, and the impact of international competition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.14
Unit Name: Labor Markets
Cluster ID: 12.14.A
Cluster Name: Students analyze the elements of the U.S. labor market in a global setting.
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: 12.14.3
Standard Description: Discuss wage differences among jobs and professions, using the laws of demand and supply and the concept of productivity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.14
Unit Name: Labor Markets
Cluster ID: 12.14.A
Cluster Name: Students analyze the elements of the U.S. labor market in a global setting.
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: 12.14.4
Standard Description: Explain the effects of international mobility of capital and labor on the U.S. economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.15
Unit Name: Aggregate Economic Behavior
Cluster ID: 12.15.A
Cluster Name: Students analyze the aggregate economic behavior of the U.S. economy.
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: 12.15.1
Standard Description: Distinguish between nominal and real data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.15
Unit Name: Aggregate Economic Behavior
Cluster ID: 12.15.A
Cluster Name: Students analyze the aggregate economic behavior of the U.S. economy.
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: 12.15.2
Standard Description: Define, calculate, and explain the significance of an unemployment rate, the number of new jobs created monthly, an inflation or deflation rate, and a rate of economic growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.15
Unit Name: Aggregate Economic Behavior
Cluster ID: 12.15.A
Cluster Name: Students analyze the aggregate economic behavior of the U.S. economy.
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: 12.15.3
Standard Description: Distinguish between short-term and long-term interest rates and explain their relative significance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.16
Unit Name: International Trade and the Global Economy
Cluster ID: 12.16.A
Cluster Name: Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States' borders.
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: 12.16.1
Standard Description: Identify the gains in consumption and production efficiency from trade, with emphasis on the main products and changing geographic patterns of twentieth-century trade among countries in the Western Hemisphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.16
Unit Name: International Trade and the Global Economy
Cluster ID: 12.16.A
Cluster Name: Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States' borders.
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: 12.16.2
Standard Description: Compare the reasons for and the effects of trade restrictions during the Great Depression compared with present-day arguments among labor, business, and political leaders over the effects of free trade on the economic and social interests of various groups of Americans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.16
Unit Name: International Trade and the Global Economy
Cluster ID: 12.16.A
Cluster Name: Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States' borders.
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: 12.16.3
Standard Description: Understand the changing role of international political borders and territorial sovereignty in a global economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.16
Unit Name: International Trade and the Global Economy
Cluster ID: 12.16.A
Cluster Name: Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States' borders.
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: 12.16.4
Standard Description: Explain foreign exchange, the manner in which exchange rates are determined, and the effects of the dollar's gaining (or losing) value relative to other currencies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.2
Unit Name: Rights and Responsibilities of Citizens in a Democracy
Cluster ID: 12.2.A
Cluster Name: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 12.2.1
Standard Description: Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.2
Unit Name: Rights and Responsibilities of Citizens in a Democracy
Cluster ID: 12.2.A
Cluster Name: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 12.2.2
Standard Description: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.2
Unit Name: Rights and Responsibilities of Citizens in a Democracy
Cluster ID: 12.2.A
Cluster Name: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 12.2.3
Standard Description: Discuss the individual's legal obligations to obey the law, serve as a juror, and pay taxes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.2
Unit Name: Rights and Responsibilities of Citizens in a Democracy
Cluster ID: 12.2.A
Cluster Name: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 12.2.4
Standard Description: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.2
Unit Name: Rights and Responsibilities of Citizens in a Democracy
Cluster ID: 12.2.A
Cluster Name: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 12.2.5
Standard Description: Describe the reciprocity between rights and obligations; that is, why enjoyment of one's rights entails respect for the rights of others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.2
Unit Name: Rights and Responsibilities of Citizens in a Democracy
Cluster ID: 12.2.A
Cluster Name: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 12.2.6
Standard Description: Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.3
Unit Name: Fundamental Principles of Civil Society
Cluster ID: 12.3.A
Cluster Name: Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence,
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 12.3.1
Standard Description: Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.3
Unit Name: Fundamental Principles of Civil Society
Cluster ID: 12.3.A
Cluster Name: Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence,
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 12.3.2
Standard Description: Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.3
Unit Name: Fundamental Principles of Civil Society
Cluster ID: 12.3.A
Cluster Name: Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence,
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 12.3.3
Standard Description: Discuss the historical role of religion and religious diversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.3
Unit Name: Fundamental Principles of Civil Society
Cluster ID: 12.3.A
Cluster Name: Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence,
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 12.3.4
Standard Description: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.4
Unit Name: The Three Branches: Roles and Responsibilities
Cluster ID: 12.4.A
Cluster Name: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 12.4.1
Standard Description: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.4
Unit Name: The Three Branches: Roles and Responsibilities
Cluster ID: 12.4.A
Cluster Name: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 12.4.2
Standard Description: Explain the process through which the Constitution can be amended.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.4
Unit Name: The Three Branches: Roles and Responsibilities
Cluster ID: 12.4.A
Cluster Name: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 12.4.4
Standard Description: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.4
Unit Name: The Three Branches: Roles and Responsibilities
Cluster ID: 12.4.A
Cluster Name: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 12.4.5
Standard Description: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.4
Unit Name: The Three Branches: Roles and Responsibilities
Cluster ID: 12.4.A
Cluster Name: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 12.4.6
Standard Description: Explain the processes of selection and confirmation of Supreme Court justices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.5
Unit Name: The Supreme Court: Interpreting the Constitution
Cluster ID: 12.5.A
Cluster Name: Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 12.5.1
Standard Description: Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal protection of the law clauses of the Fourteenth Amendment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.5
Unit Name: The Supreme Court: Interpreting the Constitution
Cluster ID: 12.5.A
Cluster Name: Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 12.5.2
Standard Description: Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.5
Unit Name: The Supreme Court: Interpreting the Constitution
Cluster ID: 12.5.A
Cluster Name: Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 12.5.3
Standard Description: Evaluate the effects of the Court's interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.5
Unit Name: The Supreme Court: Interpreting the Constitution
Cluster ID: 12.5.A
Cluster Name: Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 12.5.4
Standard Description: Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.6
Unit Name: The Democratic Process: Political Parties, Elections, and Citizen Involvement
Cluster ID: 12.6.A
Cluster Name: Students evaluate issues regarding campaigns for national, state, and local elective offices.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 12.6.1
Standard Description: Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or there were more than two major parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.6
Unit Name: The Democratic Process: Political Parties, Elections, and Citizen Involvement
Cluster ID: 12.6.A
Cluster Name: Students evaluate issues regarding campaigns for national, state, and local elective offices.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 12.6.2
Standard Description: Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.6
Unit Name: The Democratic Process: Political Parties, Elections, and Citizen Involvement
Cluster ID: 12.6.A
Cluster Name: Students evaluate issues regarding campaigns for national, state, and local elective offices.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 12.6.3
Standard Description: Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.6
Unit Name: The Democratic Process: Political Parties, Elections, and Citizen Involvement
Cluster ID: 12.6.A
Cluster Name: Students evaluate issues regarding campaigns for national, state, and local elective offices.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 12.6.4
Standard Description: Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.6
Unit Name: The Democratic Process: Political Parties, Elections, and Citizen Involvement
Cluster ID: 12.6.A
Cluster Name: Students evaluate issues regarding campaigns for national, state, and local elective offices.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 12.6.5
Standard Description: Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.6
Unit Name: The Democratic Process: Political Parties, Elections, and Citizen Involvement
Cluster ID: 12.6.A
Cluster Name: Students evaluate issues regarding campaigns for national, state, and local elective offices.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 12.6.6
Standard Description: Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 12.7.1
Standard Description: Explain how conflicts between levels of government and branches of government are resolved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 12.7.2
Standard Description: Identify the major responsibilities and sources of revenue for state and local governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 12.7.3
Standard Description: Discuss reserved powers and concurrent powers of state governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 12.7.4
Standard Description: Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government's power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 12.7.5
Standard Description: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 12.7.6
Standard Description: Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: 12.7.7
Standard Description: Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.7
Unit Name: Federalism: Different Levels of Government
Cluster ID: 12.7.A
Cluster Name: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Lesson Name: *None specified*
Lesson Order: 205.0
Standard ID: 12.7.8
Standard Description: Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.8
Unit Name: The Influence of Media on Political Life
Cluster ID: 12.8.A
Cluster Name: Students evaluate and take and defend positions on the influence of the media on American political life.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 12.8.1
Standard Description: Discuss the meaning and importance of a free and responsible press.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.8
Unit Name: The Influence of Media on Political Life
Cluster ID: 12.8.A
Cluster Name: Students evaluate and take and defend positions on the influence of the media on American political life.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 12.8.2
Standard Description: Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.8
Unit Name: The Influence of Media on Political Life
Cluster ID: 12.8.A
Cluster Name: Students evaluate and take and defend positions on the influence of the media on American political life.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 12.8.3
Standard Description: Explain how public officials use the media to communicate with the citizenry and to shape public opinion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: 12.9.1
Standard Description: Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: 12.9.2
Standard Description: Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: 12.9.3
Standard Description: Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: 12.9.4
Standard Description: Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: 12.9.5
Standard Description: Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: 12.9.6
Standard Description: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: 12.9.7
Standard Description: Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US Government
Unit ID: 12.9
Unit Name: Comparative Governments and the Challenges of Democracy
Cluster ID: 12.9.A
Cluster Name: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: 12.9.8
Standard Description: Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.1
Unit Name: Connecting with Past Studies: The Nation’s Beginnings
Cluster ID: 11.1.A
Cluster Name: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 11.1.1
Standard Description: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.1
Unit Name: Connecting with Past Studies: The Nation’s Beginnings
Cluster ID: 11.1.A
Cluster Name: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 11.1.2
Standard Description: Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.1
Unit Name: Connecting with Past Studies: The Nation’s Beginnings
Cluster ID: 11.1.A
Cluster Name: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 11.1.3
Standard Description: Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.1
Unit Name: Connecting with Past Studies: The Nation’s Beginnings
Cluster ID: 11.1.A
Cluster Name: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 11.1.4
Standard Description: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: 11.10.1
Standard Description: Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: 11.10.2
Standard Description: Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: 11.10.3
Standard Description: Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: 11.10.4
Standard Description: Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: 11.10.5
Standard Description: Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: 11.10.6
Standard Description: Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.10
Unit Name: Civil Rights in the 20th Century
Cluster ID: 11.10A
Cluster Name: Students analyze the development of federal civil rights and voting rights.
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: 11.10.7
Standard Description: Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: 11.11.1
Standard Description: Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: 11.11.2
Standard Description: Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: 11.11.3
Standard Description: Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: 11.11.4
Standard Description: Explain the constitutional crisis originating from the Watergate scandal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: 11.11.5
Standard Description: Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: 11.11.6
Standard Description: Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.11
Unit Name: Contemporary American Society
Cluster ID: 11.11A
Cluster Name: Students analyze the major social problems and domestic policy issues in contemporary American society.
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: 11.11.7
Standard Description: Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 11.2.1
Standard Description: Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 11.2.2
Standard Description: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 11.2.3
Standard Description: Trace the effect of the Americanization movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 11.2.4
Standard Description: Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 11.2.5
Standard Description: Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 11.2.6
Standard Description: Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 11.2.7
Standard Description: Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 11.2.8
Standard Description: Examine the effect of political programs and activities of Populists.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.2
Unit Name: The Gilded Age: Industrialization, Immigration, and Reform
Cluster ID: 11.2.A
Cluster Name: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 11.2.9
Standard Description: Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.3
Unit Name: Faith and Freedom: Navigating Religious Liberty
Cluster ID: 11.3.A
Cluster Name: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 11.3.1
Standard Description: Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, anti-monarchy and self-rule, worker protection, family-centered communities).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.3
Unit Name: Faith and Freedom: Navigating Religious Liberty
Cluster ID: 11.3.A
Cluster Name: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 11.3.2
Standard Description: Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.3
Unit Name: Faith and Freedom: Navigating Religious Liberty
Cluster ID: 11.3.A
Cluster Name: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 11.3.3
Standard Description: Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.3
Unit Name: Faith and Freedom: Navigating Religious Liberty
Cluster ID: 11.3.A
Cluster Name: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 11.3.4
Standard Description: Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.3
Unit Name: Faith and Freedom: Navigating Religious Liberty
Cluster ID: 11.3.A
Cluster Name: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 11.3.5
Standard Description: Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.4
Unit Name: The Rise of the United States as a World Power
Cluster ID: 11.4.A
Cluster Name: Students trace the rise of the United States to its role as a world power in the twentieth century.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: 11.4.1
Standard Description: List the purpose and the effects of the Open Door policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.4
Unit Name: The Rise of the United States as a World Power
Cluster ID: 11.4.A
Cluster Name: Students trace the rise of the United States to its role as a world power in the twentieth century.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 11.4.2
Standard Description: Describe the Spanish-American War and U.S. expansion in the South Pacific.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.4
Unit Name: The Rise of the United States as a World Power
Cluster ID: 11.4.A
Cluster Name: Students trace the rise of the United States to its role as a world power in the twentieth century.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 11.4.3
Standard Description: Discuss America's role in the Panama Revolution and the building of the Panama Canal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.4
Unit Name: The Rise of the United States as a World Power
Cluster ID: 11.4.A
Cluster Name: Students trace the rise of the United States to its role as a world power in the twentieth century.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 11.4.4
Standard Description: Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.4
Unit Name: The Rise of the United States as a World Power
Cluster ID: 11.4.A
Cluster Name: Students trace the rise of the United States to its role as a world power in the twentieth century.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 11.4.5
Standard Description: Analyze the political, economic, and social ramifications of World War I on the home front.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.4
Unit Name: The Rise of the United States as a World Power
Cluster ID: 11.4.A
Cluster Name: Students trace the rise of the United States to its role as a world power in the twentieth century.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 11.4.6
Standard Description: Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 11.5.1
Standard Description: Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 11.5.2
Standard Description: Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's Back-to-Africa movement, the Ku Klux Klan, and immigration quotas, and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 11.5.3
Standard Description: Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 11.5.4
Standard Description: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 11.5.5
Standard Description: Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 11.5.6
Standard Description: Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.5
Unit Name: The 1920s: Change and Modernization
Cluster ID: 11.5.A
Cluster Name: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 11.5.7
Standard Description: Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.6
Unit Name: The Great Depression and the New Deal
Cluster ID: 11.6.A
Cluster Name: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 11.6.1
Standard Description: Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.6
Unit Name: The Great Depression and the New Deal
Cluster ID: 11.6.A
Cluster Name: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 11.6.2
Standard Description: Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.6
Unit Name: The Great Depression and the New Deal
Cluster ID: 11.6.A
Cluster Name: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 11.6.3
Standard Description: Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.6
Unit Name: The Great Depression and the New Deal
Cluster ID: 11.6.A
Cluster Name: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 11.6.4
Standard Description: Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.6
Unit Name: The Great Depression and the New Deal
Cluster ID: 11.6.A
Cluster Name: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 11.6.5
Standard Description: Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 11.7.1
Standard Description: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 11.7.2
Standard Description: Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: 11.7.3
Standard Description: Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat Team, the Navajo Code Talkers).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: 11.7.4
Standard Description: Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 11.7.5
Standard Description: Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 11.7.6
Standard Description: Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 11.7.7
Standard Description: Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.7
Unit Name: America’s Participation in World War II
Cluster ID: 11.7.A
Cluster Name: Students analyze America's participation in World War II.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: 11.7.8
Standard Description: Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: 11.8.1
Standard Description: Trace the growth of service sector, white collar, and professional sector jobs in business and government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: 11.8.2
Standard Description: Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: 11.8.3
Standard Description: Examine Truman's labor policy and congressional reaction to it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: 11.8.4
Standard Description: Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: 11.8.5
Standard Description: Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: 11.8.6
Standard Description: Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: 11.8.7
Standard Description: Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.8
Unit Name: Post-WWII America
Cluster ID: 11.8.A
Cluster Name: Students analyze the economic boom and social transformation of post-World War II America.
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: 11.8.8
Standard Description: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: 11.9.1
Standard Description: Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: 11.9.2
Standard Description: Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: 11.9.3
Standard Description: Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
- The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
- The Truman Doctrine
- The Berlin Blockade
- The Korean War
- The Bay of Pigs invasion and the Cuban Missile Crisis
- Atomic testing in the American West, the Mutual Assured Destruction doctrine, and disarmament policies
- The Vietnam War
- Latin American policy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: 11.9.4
Standard Description: List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: 11.9.5
Standard Description: Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: 11.9.6
Standard Description: Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: US History
Unit ID: 11.9
Unit Name: Cold War Struggles Abroad
Cluster ID: 11.9.A
Cluster Name: Students analyze U.S. foreign policy since World War II.
Lesson Name: *None specified*
Lesson Order: 675.0
Standard ID: 11.9.7
Standard Description: Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.1
Unit Name: Connecting Ancient Philosophies and Western Political Thought
Cluster ID: 10.1.A
Cluster Name: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: 10.1.1
Standard Description: Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason, and faith, and duties of the individual.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.1
Unit Name: Connecting Ancient Philosophies and Western Political Thought
Cluster ID: 10.1.A
Cluster Name: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: 10.1.2
Standard Description: Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.1
Unit Name: Connecting Ancient Philosophies and Western Political Thought
Cluster ID: 10.1.A
Cluster Name: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: 10.1.3
Standard Description: Consider the influence of the U.S. Constitution on political systems in the contemporary world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.10
Unit Name: Nation-Building in the Contemporary World
Cluster ID: 10.10.A
Cluster Name: Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico, and other parts of Latin America, and China.
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: 10.10.1
Standard Description: Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.10
Unit Name: Nation-Building in the Contemporary World
Cluster ID: 10.10.A
Cluster Name: Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico, and other parts of Latin America, and China.
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: 10.10.2
Standard Description: Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.10
Unit Name: Nation-Building in the Contemporary World
Cluster ID: 10.10.A
Cluster Name: Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico, and other parts of Latin America, and China.
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: 10.10.3
Standard Description: Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.2
Unit Name: Revolutionary Changes in Political Thought
Cluster ID: 10.2.A
Cluster Name: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: 10.2.1
Standard Description: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.2
Unit Name: Revolutionary Changes in Political Thought
Cluster ID: 10.2.A
Cluster Name: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: 10.2.2
Standard Description: List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.2
Unit Name: Revolutionary Changes in Political Thought
Cluster ID: 10.2.A
Cluster Name: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: 10.2.3
Standard Description: Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.2
Unit Name: Revolutionary Changes in Political Thought
Cluster ID: 10.2.A
Cluster Name: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: 10.2.4
Standard Description: Explain how the ideology of the French Revolution led France to develop from a constitutional monarchy to democratic despotism to the Napoleonic empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.2
Unit Name: Revolutionary Changes in Political Thought
Cluster ID: 10.2.A
Cluster Name: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: 10.2.5
Standard Description: Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: 10.3.1
Standard Description: Analyze why England was the first country to industrialize.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: 10.3.2
Standard Description: Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: 10.3.3
Standard Description: Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: 10.3.4
Standard Description: Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: 10.3.5
Standard Description: Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: 10.3.6
Standard Description: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.3
Unit Name: Industrialization Across the Globe
Cluster ID: 10.3.A
Cluster Name: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: 10.3.7
Standard Description: Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.4
Unit Name: The Rise of Imperialism and Colonialism
Cluster ID: 10.4.A
Cluster Name: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: 10.4.1
Standard Description: Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.4
Unit Name: The Rise of Imperialism and Colonialism
Cluster ID: 10.4.A
Cluster Name: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: 10.4.2
Standard Description: Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.4
Unit Name: The Rise of Imperialism and Colonialism
Cluster ID: 10.4.A
Cluster Name: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: 10.4.3
Standard Description: Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.4
Unit Name: The Rise of Imperialism and Colonialism
Cluster ID: 10.4.A
Cluster Name: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: 10.4.4
Standard Description: Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.5
Unit Name: Causes and Course of World War I
Cluster ID: 10.5.A
Cluster Name: Students analyze the causes and course of the First World War.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: 10.5.1
Standard Description: Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.5
Unit Name: Causes and Course of World War I
Cluster ID: 10.5.A
Cluster Name: Students analyze the causes and course of the First World War.
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: 10.5.2
Standard Description: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.5
Unit Name: Causes and Course of World War I
Cluster ID: 10.5.A
Cluster Name: Students analyze the causes and course of the First World War.
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: 10.5.3
Standard Description: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.5
Unit Name: Causes and Course of World War I
Cluster ID: 10.5.A
Cluster Name: Students analyze the causes and course of the First World War.
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: 10.5.4
Standard Description: Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.5
Unit Name: Causes and Course of World War I
Cluster ID: 10.5.A
Cluster Name: Students analyze the causes and course of the First World War.
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: 10.5.5
Standard Description: Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.6
Unit Name: Effects of World War I
Cluster ID: 10.6.A
Cluster Name: Students analyze the effects of the First World War.
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: 10.6.1
Standard Description: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States' rejection of the League of Nations on world politics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.6
Unit Name: Effects of World War I
Cluster ID: 10.6.A
Cluster Name: Students analyze the effects of the First World War.
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: 10.6.2
Standard Description: Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.6
Unit Name: Effects of World War I
Cluster ID: 10.6.A
Cluster Name: Students analyze the effects of the First World War.
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: 10.6.3
Standard Description: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.6
Unit Name: Effects of World War I
Cluster ID: 10.6.A
Cluster Name: Students analyze the effects of the First World War.
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: 10.6.4
Standard Description: Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the Lost Generation of Gertrude Stein, Ernest Hemingway).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.7
Unit Name: Rise of Totalitarian Governments after World War I
Cluster ID: 10.7.A
Cluster Name: Students analyze the rise of totalitarian governments after World War I.
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: 10.7.1
Standard Description: Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.7
Unit Name: Rise of Totalitarian Governments after World War I
Cluster ID: 10.7.A
Cluster Name: Students analyze the rise of totalitarian governments after World War I.
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: 10.7.2
Standard Description: Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.7
Unit Name: Rise of Totalitarian Governments after World War I
Cluster ID: 10.7.A
Cluster Name: Students analyze the rise of totalitarian governments after World War I.
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: 10.7.3
Standard Description: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.8
Unit Name: Causes and Consequences of World War II
Cluster ID: 10.8.A
Cluster Name: Students analyze the causes and consequences of World War II.
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: 10.8.1
Standard Description: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.8
Unit Name: Causes and Consequences of World War II
Cluster ID: 10.8.A
Cluster Name: Students analyze the causes and consequences of World War II.
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: 10.8.2
Standard Description: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.8
Unit Name: Causes and Consequences of World War II
Cluster ID: 10.8.A
Cluster Name: Students analyze the causes and consequences of World War II.
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: 10.8.3
Standard Description: Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.8
Unit Name: Causes and Consequences of World War II
Cluster ID: 10.8.A
Cluster Name: Students analyze the causes and consequences of World War II.
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: 10.8.4
Standard Description: Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.8
Unit Name: Causes and Consequences of World War II
Cluster ID: 10.8.A
Cluster Name: Students analyze the causes and consequences of World War II.
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: 10.8.5
Standard Description: Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.8
Unit Name: Causes and Consequences of World War II
Cluster ID: 10.8.A
Cluster Name: Students analyze the causes and consequences of World War II.
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: 10.8.6
Standard Description: Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: 10.9.1
Standard Description: Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: 10.9.2
Standard Description: Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: 10.9.3
Standard Description: Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: 10.9.4
Standard Description: Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: 10.9.5
Standard Description: Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: 10.9.6
Standard Description: Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: 10.9.7
Standard Description: Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: High School: World History
Unit ID: 10.9
Unit Name: International Developments in the Post–World War II World
Cluster ID: 10.9.A
Cluster Name: Students analyze the international developments in the post-World War II world.
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: 10.9.8
Standard Description: Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-1
Unit Name: Art from Long Ago
Cluster ID: CKVA-G1-1A
Cluster Name: Artifacts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-1A-1
Standard Description: Look at and discuss

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-1
Unit Name: Art from Long Ago
Cluster ID: CKVA-G1-1A
Cluster Name: Artifacts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-1A-1+1
Standard Description: Cave paintings; Running Horses from Cave of Lascaux

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-1
Unit Name: Art from Long Ago
Cluster ID: CKVA-G1-1A
Cluster Name: Artifacts
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-1A-1+2
Standard Description: Art of Ancient Egypt; Great Sphinx; Tutankamen’s Coffin; Bust of Queen Nefertiti

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2A-1
Standard Description: Know that red, yellow, and blue are commonly referred to as the “primary colors”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2A-1+1
Standard Description: blue + yellow = green

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2A-1+2
Standard Description: blue + red = purple

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2A-1+3
Standard Description: red + yellow = orange

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2
Standard Description: Observe the use of color in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+1
Standard Description: Claude Monet, Tulips in Holland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+2
Standard Description: McNeill Whistler, Arrangement in Black and Grey (Whistler’s Mother)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+3
Standard Description: Diego Rivera, Piñata

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+4
Standard Description: Romaine Brooks, Emile d’Erlanger La Baronne (1924)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+5
Standard Description: Pedro Linares, Alebrijes (1930s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+6
Standard Description: Retablos

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+7
Standard Description: Dr. Atl (Gerardo Murillo), Popocatépetl volcano (1940)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2A-2+8
Standard Description: Etel Adnan, Explosion Floral (1968/2018)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2B-1
Standard Description: Identify and use different lines: straight, zigzag, curved, wavy, spiral, thick, thin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2
Standard Description: Observe how different lines are used in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+1
Standard Description: Jacob Lawrence, Parade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+2
Standard Description: Henri Matisse, The Swan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+3
Standard Description: Georgia O’Keeffe, Shell

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+4
Standard Description: John Audubon, Trumpeter Swan (1838)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+5
Standard Description: Lola Álvarez Bravo, El baño (1930)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+6
Standard Description: Elizabeth Catlett, La Presa (1952)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+7
Standard Description: Leonard Freed, Fire Hydrant (1963)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2B-2+8
Standard Description: Juan Quezada Celado, Mata Ortiz pottery (1970s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2C-1
Standard Description: Recognize basic geometric shapes—square, rectangle, triangle, circle, oval—in nature and artwork

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2C-2
Standard Description: Recognize shapes in artworks, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2C-2+1
Standard Description: Grant Wood, Stone City, Iowa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2C-2+2
Standard Description: Sophie Taeuber-Arp, Dada Head (1920)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2C-2+3
Standard Description: Marisol, The Family (1962)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2C-2+4
Standard Description: Chuck Close, Elizabeth (1989)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2C
Cluster Name: Shape
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G1-2C-2+5
Standard Description: Amy Bennett, Nothing New Under The Sun (2016)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2D
Cluster Name: Texture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2D-1
Standard Description: Describe qualities of texture (as, for example, rough, smooth, bumpy, scratchy, slippery, etc.) in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2D
Cluster Name: Texture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2D-1+1
Standard Description: Native American Baskets

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2D
Cluster Name: Texture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2D-1+2
Standard Description: Edgar Degas, Little Fourteen-Year-Old-Dancer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2D
Cluster Name: Texture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2D-1+3
Standard Description: Albrecht Dürer, Young Hare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2D
Cluster Name: Texture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2D-1+4
Standard Description: Olga de Amaral, Marea Azul (2016)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-2
Unit Name: Elements of Art
Cluster ID: CKVA-G1-2D
Cluster Name: Texture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-2D-1+5
Standard Description: Lina Iris Viktor, In the Beginning was Chaos (2020)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1
Standard Description: Recognize as a portrait or self-portrait

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1+1
Standard Description: Leonardo da Vinci, Mona Lisa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1+2
Standard Description: Francisco Goya y Lucientes, Don Manuel Osorio Manrique de Zuñiga

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1+3
Standard Description: Vincent van Gogh, Self-Portrait [1889]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1+4
Standard Description: Frida Kahlo, Self Portrait with Necklace of Thorns (1940)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1+5
Standard Description: Horace Pippin, Self-Portrait II (1944)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3A
Cluster Name: Portrait
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3A-1+6
Standard Description: Amy Sherald, The Make Believer (Monet’s Garden) 2016

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3B
Cluster Name: Still Life
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3B-1
Standard Description: Recognize as a still life

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3B
Cluster Name: Still Life
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3B-1+1
Standard Description: Vincent van Gogh, Irises

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3B
Cluster Name: Still Life
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3B-1+2
Standard Description: Paul Cézanne, Apples and Oranges

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3B
Cluster Name: Still Life
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3B-1+3
Standard Description: Clara Peeters, Table with Orange, Olives and Pie (1611)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3C
Cluster Name: Murals
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3C-1
Standard Description: Recognize as a mural (a painting on a wall)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3C
Cluster Name: Murals
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3C-1+1
Standard Description: Diego Rivera, The History of Medicine in Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-3
Unit Name: Kinds of Pictures
Cluster ID: CKVA-G1-3C
Cluster Name: Murals
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-3C-1+2
Standard Description: David Alfaro Siqueros, The Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-4
Unit Name: Architecture
Cluster ID: CKVA-G1-4A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-4A-1
Standard Description: Discuss architectural structures such as

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-4
Unit Name: Architecture
Cluster ID: CKVA-G1-4A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-4A-1+1
Standard Description: Ziggurat of Ur in Ancient Mesopotamia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-4
Unit Name: Architecture
Cluster ID: CKVA-G1-4A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-4A-1+2
Standard Description: Great Pyramids of Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 1 Visual Arts
Unit ID: CKVA-G1-4
Unit Name: Architecture
Cluster ID: CKVA-G1-4A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G1-4A-1+3
Standard Description: Teotihuacan: Pyramid of the Moon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-1
Unit Name: Elements of Art
Cluster ID: CKVA-G2-1A
Cluster Name: Lines
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-1A-1
Standard Description: Recognize lines as horizontal, vertical, or diagonal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-1
Unit Name: Elements of Art
Cluster ID: CKVA-G2-1A
Cluster Name: Lines
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-1A-2
Standard Description: Observe the use of implied line/movement in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-1
Unit Name: Elements of Art
Cluster ID: CKVA-G2-1A
Cluster Name: Lines
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-1A-2+1
Standard Description: Katsushika Hokusai, The Great Wave at Kanagawa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-1
Unit Name: Elements of Art
Cluster ID: CKVA-G2-1A
Cluster Name: Lines
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-1A-2+2
Standard Description: Pablo Picasso, Mother and Child

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-1
Unit Name: Elements of Art
Cluster ID: CKVA-G2-1A
Cluster Name: Lines
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-1A-2+3
Standard Description: Yu Hong, A Man Playing the Hula Hoop, 1992

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-1
Unit Name: Elements of Art
Cluster ID: CKVA-G2-1A
Cluster Name: Lines
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-1A-2+4
Standard Description: Liu Xiaodong, My Hometown, (2014)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1
Standard Description: Observe shape, mass, and line in sculptures, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1+1
Standard Description: Myron of Athens, Discus Thrower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1+2
Standard Description: (Ancient China) Flying Horse, One Leg Resting on a Swallow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1+3
Standard Description: Auguste Rodin, The Thinker

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1+4
Standard Description: Ruth Asawa, Installation View (1960)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1+5
Standard Description: Yin Xiuzhen, Portable City: Hangzhou (2011)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-2
Unit Name: Sculpture
Cluster ID: CKVA-G2-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-2A-1+6
Standard Description: Cai Guo-Qiang, Sky Ladder (2015)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1
Standard Description: Recognize as landscapes and discuss

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+1
Standard Description: Thomas Cole, View from Mount Holyoke, Northampton, Massachusetts after a Thunderstorm- The Oxbow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+10
Standard Description: Julie Mehretu, Fever graph (algorithm for serendipity) (2013)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+11
Standard Description: D.Y. Begay, Winter in the North (2018)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+2
Standard Description: El Greco, View of Toledo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+3
Standard Description: Henri Rousseau, Virgin Forest at Sunset

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+4
Standard Description: Van Gogh, The Starry Night

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+5
Standard Description: Clementine Hunter, Murals, (1955)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+6
Standard Description: Richard Mayhew, Vista (2004)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+7
Standard Description: Xing Danwen, Urban Fiction No. 13 (2005)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+8
Standard Description: David Hockney, Bigger Trees Near Warter (2007)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-3
Unit Name: Landscape
Cluster ID: CKVA-G2-3A
Cluster Name: Landscape
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-3A-1+9
Standard Description: Lois Dodd, Night House with Lit Window (2012)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1
Standard Description: Compare lifelike and abstract animals, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1+1
Standard Description: Albrecht Dürer, Young Hare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1+2
Standard Description: Paul Klee, Cat and Bird

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1+3
Standard Description: Pablo Picasso, Bull’s Head

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1+4
Standard Description: Elaine Marie de Kooning, Baseball Players

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1+5
Standard Description: Henri Matisse, The Snail

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-4A-1+6
Standard Description: John James Audubon, Passenger Pigeon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-4A-2
Standard Description: Observe and discuss examples of abstract painting and sculpture, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-4A-2+1
Standard Description: Marc Chagall, I and the Village

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-4
Unit Name: Abstraction
Cluster ID: CKVA-G2-4A
Cluster Name: Comparison
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-4A-2+2
Standard Description: Constantin Brancusi, Bird in Space

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-5A-1
Standard Description: Understand architecture as the art of designing buildings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-5A-1+1
Standard Description: Understand symmetry and a line of symmetry, and observe symmetry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G2-5A-1+2
Standard Description: Symmetry versus asymmetry (comparing the Parthenon to the Katsura Palace)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G2-5A-2
Standard Description: Interior space versus exterior (comparing the Great Mosque to the Lakshmana Temple)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3
Standard Description: Noting line, shape, and special features (such as columns and domes), look at

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3+1
Standard Description: The Parthenon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3+2
Standard Description: Great Stupa (Buddhist temple in Sanchi, India)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3+3
Standard Description: The Baths of Diocletian

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3+4
Standard Description: The Great Mosque of Cordoba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3+5
Standard Description: The Lakshmana Temple, Khajuraho

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 2 Visual Arts
Unit ID: CKVA-G2-5
Unit Name: Architecture
Cluster ID: CKVA-G2-5A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G2-5A-3+6
Standard Description: The Katsura Palace

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1A
Cluster Name: Light In Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1A-1
Standard Description: Observe how artists use light and shadow (to focus our attention, affect our emotions, etc.) in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1A
Cluster Name: Light In Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1A-1+1
Standard Description: James Chapin, Ruby Green Singing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1A
Cluster Name: Light In Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1A-1+2
Standard Description: Jan Vermeer, Milkmaid

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1A
Cluster Name: Light In Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1A-1+3
Standard Description: John Singer Sargent, El Jaleo, 1882

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1A
Cluster Name: Light In Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1A-1+4
Standard Description: Alfred Ramo Martinez, Florida Mexicana (1936)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1A
Cluster Name: Light In Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1A-1+5
Standard Description: Hiroshi Sugimoto, several selections from his ‘Movie Theater’ series: Ohio Theater, Ohio (1980); Teatro Comunale Masini Faenza (2015); Everett Square Theater, Boston (2015)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1B
Cluster Name: Space in Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1B-1
Standard Description: Understand the following terms: two-dimensional (height, width) and three-dimensional (height, width, depth)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1B
Cluster Name: Space in Artworks
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1B-2
Standard Description: Observe relationship between two-dimensional and three-dimensional shapes: square to cube, triangle to pyramid, circle to sphere and cylinder

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1B
Cluster Name: Space in Artworks
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G3-1B-3
Standard Description: Observe how artists can make two-dimensional look three-dimensional by creating an illusion of depth, and examine the foreground, middle ground, and background in paintings, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1B
Cluster Name: Space in Artworks
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G3-1B-3+1
Standard Description: Jean Millet, The Gleaners

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1B
Cluster Name: Space in Artworks
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G3-1B-3+2
Standard Description: Pieter Bruegel, Peasant Wedding

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1B
Cluster Name: Space in Artworks
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G3-1B-3+3
Standard Description: Alfred Ramo Martinez, Florida Mexicana (1936)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-1C-1
Standard Description: Become familiar with how these terms are used in discussing works of art: Figure and ground; Pattern; Balance and symmetry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2
Standard Description: Examine design—how the elements of art work together—in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+1
Standard Description: Rosa Bonheur, The Horse Fair

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+2
Standard Description: Mary Cassatt, The Bath

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+3
Standard Description: Early American quilts, examples of quilts from Gee’s Bend; Harriet Powers, Pictorial quilt, (1898); Mary Lee Bendolph, Grandma Strips (2009)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+4
Standard Description: Edward Hicks, The Peaceable Kingdom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+5
Standard Description: Faith Ringgold, Tar Beach; Henri Matisse, cut-outs: Icarus; Edvard Munch, The Scream

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+6
Standard Description: Horace Pippin, Victorian Interior

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+7
Standard Description: Romare Bearden, The Block (1971), and Quilting Time (1981)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-1
Unit Name: Elements of Art
Cluster ID: CKVA-G3-1C
Cluster Name: Design: How the Elements of Art Work Together
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G3-1C-2+8
Standard Description: Frank Romero, Le Monde (2006)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-2
Unit Name: Native American Art
Cluster ID: CKVA-G3-2A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-2A-1
Standard Description: Become familiar with Native American works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-2
Unit Name: Native American Art
Cluster ID: CKVA-G3-2A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-2A-1+1
Standard Description: Kachina dolls (Hopi, Zuni)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-2
Unit Name: Native American Art
Cluster ID: CKVA-G3-2A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-2A-1+2
Standard Description: Navajo (Dine) blankets and rugs, sand paintings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-2
Unit Name: Native American Art
Cluster ID: CKVA-G3-2A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-2A-1+3
Standard Description: Jewelry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-2
Unit Name: Native American Art
Cluster ID: CKVA-G3-2A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-2A-1+4
Standard Description: Nellie Two Bear Gates (Gathering of Clouds Woman)’s Valise

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-3
Unit Name: Art of Ancient Rome and Byzantine Civilization
Cluster ID: CKVA-G3-3A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-3A-1
Standard Description: Become familiar with artworks of ancient Roman and Byzantine civilization, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-3
Unit Name: Art of Ancient Rome and Byzantine Civilization
Cluster ID: CKVA-G3-3A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-3A-1+1
Standard Description: Le Pont du Gard

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-3
Unit Name: Art of Ancient Rome and Byzantine Civilization
Cluster ID: CKVA-G3-3A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-3A-1+2
Standard Description: The Pantheon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-3
Unit Name: Art of Ancient Rome and Byzantine Civilization
Cluster ID: CKVA-G3-3A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-3A-1+3
Standard Description: Byzantine mosaics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-3
Unit Name: Art of Ancient Rome and Byzantine Civilization
Cluster ID: CKVA-G3-3A
Cluster Name: Artworks
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-3A-1+4
Standard Description: Hagia Sophia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1
Standard Description: Become familiar with features of non-monumental architecture of houses built out of wood, mud, and thatch (and maintained locally by the people who live in them), including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1+1
Standard Description: Jomon, Pit House (10,000–300 BCE)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1+2
Standard Description: Neolithic Long House

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1+3
Standard Description: Plains American Tipi (4000 BCE)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1+4
Standard Description: Cahokia, Mississippian Culture, (600–1400 CE)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1+5
Standard Description: Anasazi Pueblo, Chaco Canyon (750–1300 CE)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 3 Visual Arts
Unit ID: CKVA-G3-4
Unit Name: Architecture
Cluster ID: CKVA-G3-4A
Cluster Name: Structures
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G3-4A-1+6
Standard Description: Musgum (or Fali) compound in Cameroon (date unclear)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-1
Unit Name: Art and Architecture of the Middle Ages in Europe
Cluster ID: CKVA-G4-1A
Cluster Name: Middle Ages Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-1A-1
Standard Description: Note the generally religious nature of European art in the Middle Ages, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-1
Unit Name: Art and Architecture of the Middle Ages in Europe
Cluster ID: CKVA-G4-1A
Cluster Name: Middle Ages Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-1A-1+1
Standard Description: Examples of medieval Madonnas (such as Madonna and Child on a Curved Throne—13th century Byzantine)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-1
Unit Name: Art and Architecture of the Middle Ages in Europe
Cluster ID: CKVA-G4-1A
Cluster Name: Middle Ages Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-1A-1+2
Standard Description: Illuminated manuscripts (such as the Chi Rho Page from The Book of Kells)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-1
Unit Name: Art and Architecture of the Middle Ages in Europe
Cluster ID: CKVA-G4-1A
Cluster Name: Middle Ages Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-1A-1+3
Standard Description: Tapestries (such as the Unicorn in Captivity from the Unicorn tapestries)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-1
Unit Name: Art and Architecture of the Middle Ages in Europe
Cluster ID: CKVA-G4-1A
Cluster Name: Middle Ages Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-1A-1+4
Standard Description: Features of Gothic architecture (spires, pointed arches, flying buttresses, rose windows, gargoyles, and statues) and famous cathedrals, including Notre Dame (Paris) and Chartres Cathedral

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-2A-1
Standard Description: Become familiar with examples of Islamic art, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-2A-1+1
Standard Description: Illumination of the Qur’an (Koran)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-2A-1+2
Standard Description: Handwritten Qur’an

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-2A-1+3
Standard Description: Miniature painting such as The Sultan with His Court

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-2A-1+4
Standard Description: Court of the Lions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-2A-1+5
Standard Description: The Ardabil Carpet, unknown artist, Safavid Dynasty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-2
Unit Name: Islamic Art and Architecture
Cluster ID: CKVA-G4-2A
Cluster Name: Islamic Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-2A-2
Standard Description: Note characteristic features of Islamic architecture, such as domes and minarets, in Dome of the Rock Jerusalem and Great Mosque of Damascus; Taj Mahal, India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-3A-1
Standard Description: Note the spiritual purposes and significance of many African works of art, such as masks used in ceremonies for planting, harvesting, or hunting

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-3A-2
Standard Description: Become familiar with examples of art from specific regions and peoples in Africa, such as

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-3A-2+1
Standard Description: Antelope headdresses of Mali, African Bamana Headdress

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-3A-2+2
Standard Description: Sculptures by Yoruba artists in the city of Ife; Portrait Head of an Ife King

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-3A-2+3
Standard Description: Ivory carvings and bronze sculptures of Benin; Benin Bronze Head; Face Mask; Ivory Mask

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G4-3A-3
Standard Description: Become familiar with examples of contemporary African art, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G4-3A-3+1
Standard Description: Wangechi Mutu, Second born (2013)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-3
Unit Name: The Art of Africa
Cluster ID: CKVA-G4-3A
Cluster Name: African Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G4-3A-3+2
Standard Description: Yinka Shonibare, Girl Balancing Knowledge, (2018)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-4A-1
Standard Description: Become familiar with examples of Chinese art, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-4A-1+1
Standard Description: Silk scrolls

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-4A-1+2
Standard Description: Tang Dynasty Scroll

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-4A-1+3
Standard Description: Emperor Ming Huang’s Journey to Shu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-4A-1+4
Standard Description: Calligraphy (the art of brush writing and painting)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-4A-1+5
Standard Description: Porcelain; Ming Dynasty Vase

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-4A-2
Standard Description: Become familiar with examples of contemporary Chinese art, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-4A-2+1
Standard Description: Liu Guosong, Which is Earth, no. 7 (1969)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-4
Unit Name: The Art of China
Cluster ID: CKVA-G4-4A
Cluster Name: Chinese Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-4A-2+2
Standard Description: Ai Weiwei, Dropping a Han Dynasty Urn (1995)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-5
Unit Name: The Art and Architecture of a New Nation
Cluster ID: CKVA-G4-5A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-5A-1
Standard Description: Become familiar with famous portraits and paintings, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-5
Unit Name: The Art and Architecture of a New Nation
Cluster ID: CKVA-G4-5A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-5A-1+1
Standard Description: John Singleton Copley, Paul Revere

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-5
Unit Name: The Art and Architecture of a New Nation
Cluster ID: CKVA-G4-5A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-5A-1+2
Standard Description: Gilbert Stuart, George Washington

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-5
Unit Name: The Art and Architecture of a New Nation
Cluster ID: CKVA-G4-5A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-5A-1+3
Standard Description: Washington Crossing the Delaware

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-5
Unit Name: The Art and Architecture of a New Nation
Cluster ID: CKVA-G4-5A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G4-5A-1+4
Standard Description: Patience Wright, Bust of Benjamin Franklin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 4 Visual Arts
Unit ID: CKVA-G4-5
Unit Name: The Art and Architecture of a New Nation
Cluster ID: CKVA-G4-5A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G4-5A-2
Standard Description: Become familiar with the architecture of Thomas Jefferson’s Monticello

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-1A-1
Standard Description: Study of the following artists and works of art may be integrated with study of related topics in World History Grade 5: The Renaissance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-1A-1+1
Standard Description: The shift in world view from medieval to Renaissance art, a new emphasis on humanity and the natural world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-1A-1+2
Standard Description: The influence of Greek and Roman art on Renaissance artists (classical subject matter, idealization of human form, balance, and proportion)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-1A-2
Standard Description: Observe and discuss works in different genres—such as portrait, fresco, Madonna—by Italian Renaissance artists, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-1A-2+1
Standard Description: Sandro Botticelli, The Birth of Venus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-1A-2+2
Standard Description: Leonardo da Vinci: The Proportions of Man, Mona Lisa, The Last Supper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-1A-2+3
Standard Description: Michelangelo, Ceiling of the Sistine Chapel, especially the detail known as The Creation of Adam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-1A-2+4
Standard Description: Raphael: The Marriage of the Virgin, examples of his Madonnas (such as Madonna and Child with the Infant St. John, The Alba Madonna, or The Small Cowper Madonna)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-1A-3
Standard Description: Become familiar with Renaissance sculpture, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-1A-3+1
Standard Description: Donatello, Saint George

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-1A-3+2
Standard Description: Michelangelo, David

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-1A-4
Standard Description: Observe and discuss paintings of the Northern Renaissance, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-1A-4+1
Standard Description: Pieter Bruegel, Peasant Wedding

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-1A-4+2
Standard Description: Albrecht Durer, Self-Portrait (such as from 1498 or 1500)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-1A-4+3
Standard Description: Jan van Eyck, Giovanni Arnolfini and His Wife (also known as Arnolfini Wedding)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-1A-4+4
Standard Description: Sofonisba Anguissola, The Chess Game (1555)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-1A-5
Standard Description: Become familiar with Renaissance architecture, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-1A-5+1
Standard Description: The Florence Cathedral, dome designed by Filippo Brunelleschi

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-1A-5+2
Standard Description: St. Peter’s in Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-1
Unit Name: Art and Architecture of the Renaissance
Cluster ID: CKVA-G5-1A
Cluster Name: Renaissance Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-1A-5+3
Standard Description: Andrea Palladio, Villa Pisani (1545)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-2A-1
Standard Description: Note the dramatic use of light and shade, turbulent compositions, and vivid emotional expression in (ca. 17th century)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-2A-1+1
Standard Description: El Greco, View of Toledo (also known as Toledo in a Storm)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-2A-1+2
Standard Description: Rembrandt: a self-portrait, such as Self-Portrait, 1659

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-2A-1+3
Standard Description: Artemisia Gentileschi, Esther before Ahasuerus (1628–1635)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-2A-1+4
Standard Description: Judith Leyster, Self-Portrait (1630)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-2A-2
Standard Description: Become familiar with Baroque architecture, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-2A-2+1
Standard Description: San Carlo alle Quattro Fontane (1634) by Francesco Borromini

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-2
Unit Name: Baroque Art and Architecture
Cluster ID: CKVA-G5-2A
Cluster Name: Baroque Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-2A-2+2
Standard Description: Sant'Andrea al Quirinale, Rome, (1658-70) by Gianlorenzo Bernini

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-3A-1
Standard Description: Become familiar with the Hudson River School of landscape painting, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-3A-1+1
Standard Description: Robert Seldon Duncanson, Landscape with Rainbow, (1859)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-3A-1+2
Standard Description: Thomas Cole, The Oxbow (The Connecticut River Near Northampton) (also known as View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-3A-1+3
Standard Description: Albert Bierstadt, Rocky Mountains, Lander’s Peak

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-3A-2
Standard Description: Become familiar with genre paintings, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-3A-2+1
Standard Description: George Caleb Bingham, Fur Traders Descending the Missouri

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-3A-2+2
Standard Description: William Sidney Mount, Eel Spearing at Setauket

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-3A-3
Standard Description: Become familiar with art related to the Civil War, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-3A-3+1
Standard Description: Civil War photography of Mathew Brady and his colleagues

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-3A-3+2
Standard Description: The Shaw Memorial sculpture of Augustus Saint-Gaudens

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-3A-4
Standard Description: Become familiar with popular prints by Currier and Ives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKVA-G5-3A-4+1
Standard Description: Central Park in Winter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-3A-5
Standard Description: Notable Artists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-3A-5+1
Standard Description: Joshua Johnston, The Westwood Children (1807)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-3A-5+2
Standard Description: Mary Nimmo Moran, My Neighbors Home (1883)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-3A-5+3
Standard Description: Aaron Douglas, Into Bondage (1936)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-3A-5+4
Standard Description: Jacob Lawrence, image from his book Harriet and the Promised Land (1940)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-3
Unit Name: American Art: Nineteenth-Century United States
Cluster ID: CKVA-G5-3A
Cluster Name: American Art
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKVA-G5-3A-5+5
Standard Description: Kara Walker, Exodus of Confederates from Atlanta from Harper’s Pictorial History of the Civil War (Annotated) (2005)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-4
Unit Name: Native American Art
Cluster ID: CKVA-G5-4A
Cluster Name: Native American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-4A-1
Standard Description: Become familiar with contemporary Native American work, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-4
Unit Name: Native American Art
Cluster ID: CKVA-G5-4A
Cluster Name: Native American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-4A-1+1
Standard Description: Freda Diesing, Mask, Old Woman with Labret, (1974)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-4
Unit Name: Native American Art
Cluster ID: CKVA-G5-4A
Cluster Name: Native American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-4A-1+2
Standard Description: Joan Hill, Women’s Voices at the Council, (1990)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-4
Unit Name: Native American Art
Cluster ID: CKVA-G5-4A
Cluster Name: Native American Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-4A-1+3
Standard Description: Christi Belcourt, The Wisdom of the Universe, (2014)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-5
Unit Name: Art of Japan
Cluster ID: CKVA-G5-5A
Cluster Name: Japanese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-5A-1
Standard Description: Become familiar with

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-5
Unit Name: Art of Japan
Cluster ID: CKVA-G5-5A
Cluster Name: Japanese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-5A-1+1
Standard Description: The Great Buddha (also known as the Kamakura Buddha)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-5
Unit Name: Art of Japan
Cluster ID: CKVA-G5-5A
Cluster Name: Japanese Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-5A-1+2
Standard Description: Landscape gardens; Sesshū Tōyō, Landscapes of Autumn and Winter (15th c.); Andō Hiroshige, Number 52 One Hundred Famous Views of Edo (1856)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-5
Unit Name: Art of Japan
Cluster ID: CKVA-G5-5A
Cluster Name: Japanese Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-5A-2
Standard Description: Become familiar with contemporary Japanese art, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-5
Unit Name: Art of Japan
Cluster ID: CKVA-G5-5A
Cluster Name: Japanese Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-5A-2+1
Standard Description: Yayoi Kusama, All the Eternal Love I Have for the Pumpkins (2016)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-6
Unit Name: Russian Art and Architecture
Cluster ID: CKVA-G5-6A
Cluster Name: Russian Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G5-6A-1
Standard Description: Andrey Rublev, Old Testament Trinity (1408–25)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-6
Unit Name: Russian Art and Architecture
Cluster ID: CKVA-G5-6A
Cluster Name: Russian Art
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G5-6A-2
Standard Description: Fabergé egg, Imperial Coronation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 5 Visual Arts
Unit ID: CKVA-G5-6
Unit Name: Russian Art and Architecture
Cluster ID: CKVA-G5-6A
Cluster Name: Russian Art
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKVA-G5-6A-3
Standard Description: St Basil's Cathedral Moscow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1A
Cluster Name: Classical Art: The Art of Ancient Greece and Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1A-1
Standard Description: Observe characteristics considered “classic” in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1A
Cluster Name: Classical Art: The Art of Ancient Greece and Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1A-1+1
Standard Description: The Parthenon and the Pantheon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1A
Cluster Name: Classical Art: The Art of Ancient Greece and Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1A-1+2
Standard Description: The Discus Thrower

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1A
Cluster Name: Classical Art: The Art of Ancient Greece and Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1A-1+3
Standard Description: Apollo Belvedere

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1A
Cluster Name: Classical Art: The Art of Ancient Greece and Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1A-1+4
Standard Description: The School of Athens

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1B
Cluster Name: Gothic Art and Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1B-1
Standard Description: Review the religious inspiration and characteristic features of Gothic cathedrals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1B
Cluster Name: Gothic Art and Architecture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1B-2
Standard Description: Look at examples of Gothic Revival architecture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1B
Cluster Name: Gothic Art and Architecture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1B-2+1
Standard Description: Charles Barry and AWN Pugin, Palace of Westminster Rebuilt between 1835 and 1870

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1B
Cluster Name: Gothic Art and Architecture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1B-2+2
Standard Description: Giuseppe Sacconi, Vittorio Emanuele II National Monument in Rome, (1911)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1C
Cluster Name: Rococo
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1C-1
Standard Description: Observe Rococo art’s characteristics in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1C
Cluster Name: Rococo
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1C-1+1
Standard Description: Jean Honore Fragonard, The Swing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1C
Cluster Name: Rococo
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1C-1+2
Standard Description: Adélaïde Labille-Guiard, Self-Portrait with Two Pupils (1785)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1D
Cluster Name: Neoclassical Art and Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1D-2
Standard Description: Review examples of Neoclassical architecture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1D
Cluster Name: Neoclassical Art and Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1D-2+1
Standard Description: Jacques-Germain Soufflot, Church of Ste- Geneviève (now Le Panthéon), Paris, France (1755–90)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1D
Cluster Name: Neoclassical Art and Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1D-2+2
Standard Description: Etienne-Louis Boullée, Cenotaph to Isaac Newton (1784)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1E
Cluster Name: Romantic
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1E-1
Standard Description: Observe Romantic art’s reaction against Neoclassicism in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1E
Cluster Name: Romantic
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1E-1+1
Standard Description: Francisco Goya, The Bullfight

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1E
Cluster Name: Romantic
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1E-1+2
Standard Description: Eugene Delacroix, Liberty Leading the People

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1E
Cluster Name: Romantic
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1E-1+3
Standard Description: Caspar David Friedrich, The Chalk Cliffs on Rugen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1F-1
Standard Description: Note the Realist’s characteristic belief in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1F-1+1
Standard Description: Jean Millet, The Gleaners

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1F-1+2
Standard Description: Gustave Courbet, The Stone Breakers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1F-2
Standard Description: Become familiar with examples of American realism, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1F-2+1
Standard Description: Winslow Homer, Northeaster

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1F-2+2
Standard Description: Thomas Eakins, The Gross Clinic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1F-2+3
Standard Description: Henry O. Tanner, The Banjo Lesson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1F
Cluster Name: Realism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-G6-1F-2+4
Standard Description: Rosa Bonheur, The Horse Fair (1852–55)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1
Standard Description: Examine characteristics of Impressionism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+1
Standard Description: Edgar Degas, Dancing Class (1874)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+2
Standard Description: Eva Gonzales, The Italian Music Hall Box (1874)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+3
Standard Description: Berthe Morisot, Young Woman Seated on a Sofa (1879)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+4
Standard Description: Pierre Auguste Renoir, Luncheon of the Boating Party (1881)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+5
Standard Description: Mary Cassatt, The Boating Party (1893)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+6
Standard Description: Claude Monet: Impression: Sunrise, Bridge Over a Pool of Lilies (1899)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1G
Cluster Name: Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1G-1+7
Standard Description: Cecilia Beaux, Mrs. Theodore Roosevelt and Her Daughter Ethel (1902)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1
Standard Description: Examine characteristics of Post-Impressionism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1+1
Standard Description: Paul Cezanne: a still life such as Apples and Oranges, a version of Mont Sainte-Victoire, The Card Players

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1+2
Standard Description: Georges Seurat and pointillism: Sunday Afternoon on the Island of the Grande Jatte

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1+3
Standard Description: Vincent van Gogh: The Starry Night, one of his Sunflowers, a self-portrait such as Self-Portrait [1889]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1+4
Standard Description: Paul Gauguin: Vision After the Sermon, Hail Mary (Ia Orana Maria)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1+5
Standard Description: Henri Toulouse-Lautrec, At the Moulin Rouge

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1H
Cluster Name: Post-Impressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1H-1+6
Standard Description: Art Nouveau as a pervasive style of decoration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1I
Cluster Name: Architecture in the Age of the Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1I-1
Standard Description: Architecture of the Industrial Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1I
Cluster Name: Architecture in the Age of the Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1I-1+1
Standard Description: Henri Labrouste’s Bibliothèque Sainte Geneviève in Paris (1851)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1I
Cluster Name: Architecture in the Age of the Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1I-1+2
Standard Description: Crystal Palace (1851)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1I
Cluster Name: Architecture in the Age of the Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1I-1+3
Standard Description: Statue of Liberty (1875)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1I
Cluster Name: Architecture in the Age of the Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1I-1+4
Standard Description: The Brooklyn Bridge (1883)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 6 Visual Arts
Unit ID: CKVA-G6-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G6-1I
Cluster Name: Architecture in the Age of the Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G6-1I-1+5
Standard Description: The Eiffel Tower (1887)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1A
Cluster Name: Fauvism/Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1A-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1A
Cluster Name: Fauvism/Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1A-1+1
Standard Description: Henri Matisse: Madame Matisse, The Red Room

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1A
Cluster Name: Fauvism/Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1A-1+2
Standard Description: Edvard Munch, The Scream

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1A
Cluster Name: Fauvism/Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1A-1+3
Standard Description: Suzanne Valadon, Marie Coca et sa fille Gilberte (1913)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1A
Cluster Name: Fauvism/Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1A-1+4
Standard Description: Emily Carr, Indian Church (1929)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1B
Cluster Name: Cubism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1B-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1B
Cluster Name: Cubism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1B-1+1
Standard Description: Picasso: Les Demoiselles d’Avignon, Post-cubist works such as Girl Before a Mirror, Guernica

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1B
Cluster Name: Cubism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1B-1+2
Standard Description: Georges Braque, Woman with a Guitar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1B
Cluster Name: Cubism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1B-1+3
Standard Description: Marcel Duchamp, Nude Descending a Staircase

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1+1
Standard Description: Salvador Dali and surrealism: The Persistence of Memory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1+2
Standard Description: Rene Magritte, The Treachery of Images (1928)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1+3
Standard Description: Max Ernst: Example of grattage, such as Forest and Dove (1927); Example of frottage, such as The Entire City (1934); Example of collage, such as his Week of Kindness series (1934)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1+4
Standard Description: Leonora Carrington, Self Portrait (1937)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1+5
Standard Description: Frida Kahlo, The Wounded Deer (1946)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1C
Cluster Name: Surrealism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1C-1+6
Standard Description: Remedios Varo, Creation of the Birds (1957)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1D
Cluster Name: Abstract Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1D-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1D
Cluster Name: Abstract Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1D-1+1
Standard Description: Lee Krasner, any from her “Little Image” series (1940s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1D
Cluster Name: Abstract Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1D-1+2
Standard Description: Jackson Pollock and Abstract Expressionism: Painting (1948)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1D
Cluster Name: Abstract Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1D-1+3
Standard Description: Beauford Delaney, Composition 16 (1954)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1D
Cluster Name: Abstract Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1D-1+4
Standard Description: Mark Rothko, Orange and Yellow (1956)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1D
Cluster Name: Abstract Expressionism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1D-1+5
Standard Description: Elaine de Kooning, John F. Kennedy, (1963)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+1
Standard Description: Vassily Kandinsky, Improvisation 31 (Sea Battle) (1913)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+2
Standard Description: Piet Mondrian, Broadway Boogie Woogie

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+3
Standard Description: Paul Klee, Senecio (also known as Head of a Man)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+4
Standard Description: Georgia O’Keeffe, Red Poppies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+5
Standard Description: Loïs Mailou Jones, Les Fétiches (1938)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+6
Standard Description: Rufino Tamayo, Heavenly Bodies (1946)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+7
Standard Description: The Gutai Group, Work (1958)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G7-1E
Cluster Name: Other Developers of Abstraction
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-1E-1+8
Standard Description: Alma Thomas, White Roses Sing and Sing (1976)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-2
Unit Name: Organic Architecture
Cluster ID: CKVA-G7-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-2A-1
Standard Description: Examine examples of Organic Architecture, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-2
Unit Name: Organic Architecture
Cluster ID: CKVA-G7-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-2A-1+1
Standard Description: Victor Horta, Tassel House (1893–95)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-2
Unit Name: Organic Architecture
Cluster ID: CKVA-G7-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-2A-1+2
Standard Description: Louis Sullivan, Guaranty Building, Buffalo, (1894–1895)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-2
Unit Name: Organic Architecture
Cluster ID: CKVA-G7-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-2A-1+3
Standard Description: Frank Lloyd Wright, Darwin Martin House (1903–1905)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 7 Visual Arts
Unit ID: CKVA-G7-2
Unit Name: Organic Architecture
Cluster ID: CKVA-G7-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G7-2A-1+4
Standard Description: Antoni Gaudi, Casa Batlló, Barcelona (1906)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+1
Standard Description: Regionalism, including: Grant Wood, American Gothic (1930); Edward Hopper, Nighthawks (1942); Andrew Wyeth, Christina’s World (1948)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+2
Standard Description: Diego Rivera, Detroit Industry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+3
Standard Description: Jacob Lawrence, a work from his Builder series (1947) or Migration of Negroes series (1941)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+4
Standard Description: Horace Pippin, Sunday Morning Breakfast, (1943)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+5
Standard Description: Charles Wilbert White, The Contribution of the Negro to Democracy in America (1943)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+6
Standard Description: Norman Rockwell, Triple Self-Portrait (1960)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1A
Cluster Name: Modern Representational Painting
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1A-1+7
Standard Description: Pop art, including: Andy Warhol, Campbell’s Soup Can, Marilyn (1962); Roy Lichtenstein, Whaam (1963); Alice Neel, Hartley (1965); Betye Saar, Black Girl’s Window (1969); Romare Bearden, She-Ba (1970)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1
Standard Description: Examine representative photographers and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+1
Standard Description: Alfred Steiglitz, The Steerage (1907)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+10
Standard Description: Barbara Kruger, When I hear the word culture I take out my checkbook (1985)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+11
Standard Description: Carrie Mae Weems, any from her Kitchen Table Series, 1989–90

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+2
Standard Description: James VanDerZee, Racoon Couple in Car, (1932)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+3
Standard Description: Margaret Bourke-White, Fort Peck Dam (1936)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+4
Standard Description: Dorothea Lange, Migrant Mother, California (1936)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+5
Standard Description: Ansel Adams, Moonrise, Hernandez, New Mexico (1941)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+6
Standard Description: Gordon Parks, Washington, D.C. Government Charwoman (American Gothic) (1942)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+7
Standard Description: Henri Cartier-Bresson, The Berlin Wall (1962)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+8
Standard Description: Graciela Iturbide, Our Lady of Iguanas (1979)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1B
Cluster Name: 20th Century Photography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1B-1+9
Standard Description: Cindy Sherman, a selection of her Film Stills, (1977–80)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+1
Standard Description: Auguste Rodin: The Thinker, Monument to Balzac (1898)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+10
Standard Description: Judy Chicago, The Dinner Party (1974–79)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+11
Standard Description: Claes Oldenburg, Clothespin (1976)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+12
Standard Description: Maya Lin, Vietnam Veterans Memorial (1980s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+13
Standard Description: Damien Hirst, The Physical Impossibility of Death in the Mind of Someone Living (1991)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+14
Standard Description: Louise Bourgeois, Spider (1994)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+2
Standard Description: Constantin Brancusi, Bird in Space (1923)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+3
Standard Description: Henry Moore, Two Forms (1934)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+4
Standard Description: Meret Oppenheim, Object (1936)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+5
Standard Description: Sargent Claude Johnson, #2 Mask, 1939/1941

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+6
Standard Description: Alexander Calder, Lobster Trap and Fish Tail (1939)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+7
Standard Description: Pablo Picasso, Bull’s Head (1942)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+8
Standard Description: Louise Nevelson, Black Wall (1959)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1C
Cluster Name: 20th-Century Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1C-1+9
Standard Description: Eva Hesse, Repetition Nineteen III (1968)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1
Standard Description: Examine representative artists and works, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+1
Standard Description: Jean-Michel Basquiat, untitled, (1981)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+2
Standard Description: Keith Haring (any of his works) (80s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+3
Standard Description: Anish Kapoor, Descent into Limbo (1992)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+4
Standard Description: Kerry James Marshall, De Style (1993)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+5
Standard Description: Shirin Neshat, from her photo series Unveiling (Women of Allah series) (1993)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+6
Standard Description: Christo (and Jeanne-Claude), Wrapped Reichstag (1995)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+7
Standard Description: Banksy, Girl with Balloon (also, Balloon Girl or Girl and Balloon) (2002)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+8
Standard Description: Jeff Koons, Balloon Rabbit (Red) 2005-2010

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-1
Unit Name: Art History: Periods and Schools
Cluster ID: CKVA-G8-1D
Cluster Name: Contemporary Art
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-1D-1+9
Standard Description: Nick Cave, Soundsuit (2009)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1
Standard Description: Examine examples of Post-Modern Architecture, including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+1
Standard Description: Robert Venturi, Vanna House (1964)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+2
Standard Description: Peter Eisenman, House VI (1972)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+3
Standard Description: Richard Rogers and Renzo Piano, Center Pompidou (1977)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+4
Standard Description: James Stirling, Neue Staatsgalerie, Stuttgart (1984)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+5
Standard Description: Peter Zumthor, Baths of Vals (1996)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+6
Standard Description: Frank Gehry, Guggenheim, Bilbao (1997)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+7
Standard Description: Zaha Hadid, Phæno Science Center (2005)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade 8 Visual Arts
Unit ID: CKVA-G8-2
Unit Name: Post-Modern Architecture
Cluster ID: CKVA-G8-2A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-G8-2A-1+8
Standard Description: SOM, Burj Kalifa, Dubai (2009)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-1A-1
Standard Description: Observe how colors can create different feelings and how certain colors can seem “warm” (red, orange, yellow) or “cool” (blue, green, purple).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2
Standard Description: Observe the use of color

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+1
Standard Description: Pieter Bruegel, The Hunters in the Snow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+2
Standard Description: Helen Frankenthaler, Blue Atmosphere

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+3
Standard Description: Paul Gauguin, Tahitian Landscape

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+4
Standard Description: Pablo Picasso, Le Gourmet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+5
Standard Description: Alice Neel, Two Girls in Spanish Harlem, 1941

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+6
Standard Description: Louis Smoky Kaulaity, Lullaby (mid-20th c)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1A
Cluster Name: Color
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1A-2+7
Standard Description: Mandy Martin, Evening Clouds (2014)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-1B-1
Standard Description: Identify and use different lines: straight, zigzag, curved, wavy, thick, thin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2
Standard Description: Observe different kinds of lines in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2+1
Standard Description: Katsushika Hokusai, Tuning the Samisen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2+2
Standard Description: Henri Matisse, Purple Robe and Anemones

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2+3
Standard Description: Joan Miró, People and Dog in the Sun

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2+4
Standard Description: Käthe Kollwitz, Sleeping Woman and Child (1929)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2+5
Standard Description: William H. Johnson, Li’L Sis (1944)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-1
Unit Name: Elements of Art
Cluster ID: CKVA-GK-1B
Cluster Name: Line
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-1B-2+6
Standard Description: Horace Pippin, Family Supper (1946)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-2A-1
Standard Description: Recognize and discuss the following as sculptures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-2A-1+1
Standard Description: Northwest American Indian totem pole

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-2A-1+2
Standard Description: Alexander Calder’s Lobster Trap and Fish Tail

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-2A-1+3
Standard Description: Sandy Skoglund, Gathering Paradise (1991)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2
Standard Description: Look at and discuss

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2+1
Standard Description: Pieter Bruegel, Children’s Games

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2+2
Standard Description: Winslow Homer, Snap the Whip

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2+3
Standard Description: Diego Rivera, The Mother’s Helper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2+4
Standard Description: Henry O. Tanner, The Banjo Lesson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2+5
Standard Description: Maria Izquierdo, My Nieces (1940)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-2
Unit Name: Sculpture
Cluster ID: CKVA-GK-2A
Cluster Name: Sculpture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKVA-GK-2A-2+6
Standard Description: Mark Tansey, Snowman, (2004)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-3
Unit Name: Architecture
Cluster ID: CKVA-GK-3A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-3A-1
Standard Description: Explore different architectural shapes and lines in buildings, such as

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-3
Unit Name: Architecture
Cluster ID: CKVA-GK-3A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-3A-1+1
Standard Description: Hall of Supreme Harmony (1406)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-3
Unit Name: Architecture
Cluster ID: CKVA-GK-3A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-3A-1+2
Standard Description: Eiffel Tower (1887)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Visual Arts
Course: CK Grade K Visual Arts
Unit ID: CKVA-GK-3
Unit Name: Architecture
Cluster ID: CKVA-GK-3A
Cluster Name: Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKVA-GK-3A-1+3
Standard Description: Sydney Opera House (1973)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1A-1
Standard Description: Name your continent, country, state, and community.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-1A-2
Standard Description: Understand that maps have keys or legends with symbols and their uses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-1A-3
Standard Description: Find directions on a map: east, west, north, south.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-1A-4
Standard Description: Identify the major oceans: Pacific, Atlantic, Indian, Arctic, Southern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G1-1A-5
Standard Description: Review the seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G1-1A-6
Standard Description: Locate: Canada, United States, Mexico, Central America, South America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G1-1A-7
Standard Description: Locate: the Equator, Northern Hemisphere, Southern Hemisphere, North and South Poles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-1
Unit Name: Geography
Cluster ID: CKHG-G1-1B
Cluster Name: Geographical terms and features
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-1B-1
Standard Description: peninsula, harbor, bay, island, ocean, sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2A
Cluster Name: Mesopotamia: the "cradle of civilization"
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2A-1
Standard Description: Importance of Tigris and Euphrates Rivers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2A
Cluster Name: Mesopotamia: the "cradle of civilization"
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2A-2
Standard Description: Farming methods, organized settlements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2A
Cluster Name: Mesopotamia: the "cradle of civilization"
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2A-3
Standard Description: Development of writing, why writing is important to the development of civilization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2A
Cluster Name: Mesopotamia: the "cradle of civilization"
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2A-4
Standard Description: Code of Hammurabi (early code of laws), why rules and laws are important to the development of civilization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2B-1
Standard Description: Geography

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2B-1+1
Standard Description: Transcontinental country (Africa and Asia)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2B-1+2
Standard Description: Sahara Desert

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2B-2
Standard Description: Importance of Nile River, floods and farming

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2B-3
Standard Description: Pharaohs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2B-3+1
Standard Description: Tutankhamen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2B-3+2
Standard Description: Hatshepsut, woman pharaoh

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-2B-4
Standard Description: Pyramids and mummies, animal gods and goddesses, Sphinx

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2B
Cluster Name: Ancient Egypt
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G1-2B-5
Standard Description: Writing: hieroglyphics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1
Standard Description: Judaism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1+1
Standard Description: Belief in one God

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1+2
Standard Description: Story of the Exodus: Moses leads the Hebrews out of Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-2C-1+3
Standard Description: Israel, Chanukah, Star of David, Torah, synagogue

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2
Standard Description: Christianity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2+1
Standard Description: Christianity grew out of Judaism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2+2
Standard Description: Jesus, meaning of "messiah"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-2C-2+3
Standard Description: Christmas and Easter, symbol of the cross

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2C-3
Standard Description: Islam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2C-3+1
Standard Description: Originated in Arabia, since spread worldwide

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2C-3+2
Standard Description: Followers are called Muslims

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2C-3+3
Standard Description: Allah, Muhammad, Makkah, Qur'an, mosque

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-2
Unit Name: Early World Civilizations
Cluster ID: CKHG-G1-2C
Cluster Name: History of World Religions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-2C-3+4
Standard Description: Symbol of crescent and star (found on the flags of many mainly Islamic nations)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-3A-1
Standard Description: North American continent, locate Mexico relative to Canada and the United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-3A-2
Standard Description: Central America, Yucatan Peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-3A-3
Standard Description: Pacific Ocean, Gulf of Mexico, Rio Grande

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-3A-4
Standard Description: Mexico City

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G1-3B-1
Standard Description: Indigenous and Spanish heritage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G1-3B-2
Standard Description: Mexican flag

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G1-3B-3
Standard Description: Traditions: fiesta, piÃ±ata, Day of the Dead

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 1 World History
Unit ID: CKHG-G1-3
Unit Name: Modern Civilization and Culture: Mexico
Cluster ID: CKHG-G1-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G1-3B-4
Standard Description: National holiday: September 16, Independence Day

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-1A-1
Standard Description: Name your continent, country, state, and community.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-1A-2
Standard Description: Understand that maps have keys or legends with symbols and their uses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-1A-3
Standard Description: Find directions on a map: east, west, north, south.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-1A-4
Standard Description: Identify major oceans: Pacific, Atlantic, Indian, Arctic, Southern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-1A-5
Standard Description: The seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-1A-6
Standard Description: Locate: Canada, United States, Mexico, Central America, South America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G2-1A-7
Standard Description: Locate: the Equator, Northern Hemisphere and Southern Hemisphere, North and South Poles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-1
Unit Name: Geography
Cluster ID: CKHG-G2-1B
Cluster Name: Geographical Terms and Features
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-1B-1
Standard Description: Coast, valley, prairie, desert, oasis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2A
Cluster Name: Geography of Asia
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-2A-1
Standard Description: The largest continent, with the most populous countries in the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2A
Cluster Name: Geography of Asia
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-2A-2
Standard Description: Locate: China, India, Japan, Pakistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-2B-1
Standard Description: Indus River and Ganges River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-2B-2
Standard Description: Farming methods, organized settlements, written language made up of symbols

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-2B-3
Standard Description: Hinduism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-2B-3+1
Standard Description: Brahma, Vishnu, Shiva, Agni

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-2B-3+2
Standard Description: Many holy books, including the Rig Veda

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-2B-3+3
Standard Description: Diwali â€” Hindu Festival of Light

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-2B-4
Standard Description: Buddhism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-2B-4+1
Standard Description: Prince Siddhartha becomes Buddha, "the Enlightened One."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-2B-4+2
Standard Description: Buddhism begins as an outgrowth of Hinduism in India, and then spreads through many countries in Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2B
Cluster Name: India
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-2B-4+3
Standard Description: King Asoka (also spelled Ashoka)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-2C-1
Standard Description: Yellow (Huang He) and Yangtze (Chang Jiang) Rivers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-2C-2
Standard Description: Farming methods, organized settlements, written language made up of symbols

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-2C-3
Standard Description: Inventions of paper and fireworks

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-2C-4
Standard Description: Chinese written language (possibly oldest written language still used today)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-2C-5
Standard Description: Teachings of Confucius (for example, honor your ancestors)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-2C-6
Standard Description: Great Wall of China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G2-2C-7
Standard Description: Invention of paper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G2-2C-8
Standard Description: Importance of silk

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-2
Unit Name: Early Asian Civilizations
Cluster ID: CKHG-G2-2C
Cluster Name: China
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G2-2C-9
Standard Description: Chinese New Year

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3A-1
Standard Description: Locate relative to continental Asia: "land of the rising sun."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-3A-2
Standard Description: A country made up of islands; four major islands

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-3A-3
Standard Description: Pacific Ocean, Sea of Japan (East Sea)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-3A-4
Standard Description: Mt. Fuji

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-3A-5
Standard Description: Tokyo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-3B-1
Standard Description: Japanese flag

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-3B-2
Standard Description: Big modern cities, centers of industry and business

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-3B-3
Standard Description: Traditional craft: origami

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-3B-4
Standard Description: Traditional costume: kimono

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-3
Unit Name: Modern Japanese Civilization
Cluster ID: CKHG-G2-3B
Cluster Name: Culture
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-3B-5
Standard Description: Tea ceremony

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G2-4A-1
Standard Description: Mediterranean Sea and Aegean Sea, Crete

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G2-4A-2
Standard Description: Athens and Sparta as a city-state: the beginnings of democracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G2-4A-3
Standard Description: Persian Wars: Marathon and Thermopylae

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G2-4A-4
Standard Description: Olympic Games

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G2-4A-5
Standard Description: Mount Olympus, worship of gods and goddesses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G2-4A-6
Standard Description: Great thinkers: Socrates, Plato, and Aristotle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 2 World History
Unit ID: CKHG-G2-4
Unit Name: The Ancient Greek Civilization
Cluster ID: CKHG-G2-4A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G2-4A-7
Standard Description: Alexander the Great

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1A-1
Standard Description: Name your continent, country, state, and community.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1A-2
Standard Description: Understand that maps have keys or legends with symbols and their uses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-1A-3
Standard Description: Find directions on a map: east, west, north, south.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-1A-4
Standard Description: Identify major oceans: Pacific, Atlantic, Indian, Arctic, Southern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-1A-5
Standard Description: The seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-1A-6
Standard Description: Locate: Canada, United States, Mexico, Central America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G3-1A-7
Standard Description: Locate: the Equator, Northern Hemisphere and Southern Hemisphere, North and South Poles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G3-1A-8
Standard Description: Measure straight-line distances using a bar scale.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G3-1A-9
Standard Description: Use an atlas and, if available, on-line sources to find geographic information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1B
Cluster Name: Geographical Terms and Features
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1B-1
Standard Description: Boundary, channel, delta, isthmus, plateau, reservoir, strait

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1C-1
Standard Description: Locate in relation to United States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1C-2
Standard Description: French and British heritage, French-speaking Quebec

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-1C-3
Standard Description: Rocky Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-1C-4
Standard Description: Hudson Bay, St. Lawrence River, Yukon River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-1C-5
Standard Description: Divided into provinces and territories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-1C-6
Standard Description: Canadian Arctic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G3-1C-7
Standard Description: Inuit people and culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1C
Cluster Name: Canada
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G3-1C-8
Standard Description: Major cities, including Montreal, Quebec, Toronto, Vancouver

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-1D-1
Standard Description: Terms: source, mouth, tributary, drainage basin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-1D-2
Standard Description: Asia: Ob, Yellow (Huang He), Yangtze (Chang Jiang), Ganges, Indus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-1D-3
Standard Description: Africa: Nile, Niger, Congo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-1D-4
Standard Description: South America: Amazon, ParanÃ¡, Orinoco

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-1D-5
Standard Description: North America: Mississippi and major tributaries, Mackenzie, Yukon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-1D-6
Standard Description: Australia: Murray-Darling

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-1
Unit Name: World Geography
Cluster ID: CKHG-G3-1D
Cluster Name: Important Rivers of the World
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G3-1D-7
Standard Description: Europe: Volga, Danube, Rhine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2A
Cluster Name: Geography of the Mediterranean Region
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2A-1
Standard Description: Mediterranean Sea, Aegean Sea, Adriatic Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2A
Cluster Name: Geography of the Mediterranean Region
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2A-2
Standard Description: Greece, Italy (peninsula), France, Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2A
Cluster Name: Geography of the Mediterranean Region
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2A-3
Standard Description: Strait of Gibraltar, Atlantic Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2A
Cluster Name: Geography of the Mediterranean Region
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2A-4
Standard Description: North Africa, Asia Minor (peninsula), Turkey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2A
Cluster Name: Geography of the Mediterranean Region
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-2A-5
Standard Description: Bosporus (strait), Black Sea, Istanbul (Constantinople)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2A
Cluster Name: Geography of the Mediterranean Region
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-2A-6
Standard Description: Red Sea, Persian Gulf, Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2B-1
Standard Description: Define B.C. / A.D. and B.C.E. / C.E.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2B-2
Standard Description: The legend of Romulus and Remus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2B-3
Standard Description: Latin as the language of Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2B-4
Standard Description: Worship of gods and goddesses, largely based on Greek religion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-2B-5
Standard Description: The Republic: Senate, Patricians, Plebeians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-2B-6
Standard Description: Punic Wars: Rome vs. Carthage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1
Standard Description: Julius Caesar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1+1
Standard Description: "Veni, vidi, vici" ("I came, I saw, I conquered")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1+2
Standard Description: Cleopatra of Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2C-1+3
Standard Description: Caesar assassinated in the Senate, "Beware the ides of March"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2C-2
Standard Description: Augustus Caesar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2C-3
Standard Description: Life in the Roman Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2C-3+1
Standard Description: The Forum: temples, marketplaces, etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2C-3+2
Standard Description: The Colosseum: circuses, gladiator combat, chariot races

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2C-3+3
Standard Description: Roads, bridges, and aqueducts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2C-3+4
Standard Description: Eruption of Mt. Vesuvius, destruction of Pompeii

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2C-4
Standard Description: The "decline and fall" of Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2C-4+1
Standard Description: Weak and corrupt emperors, legend of Nero fiddling as Rome burns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2C-4+2
Standard Description: Civil wars

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2C
Cluster Name: The Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-2C-4+3
Standard Description: City of Rome sacked

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2D
Cluster Name: The Eastern Roman Empire: Byzantine Civilization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-2D-1
Standard Description: The rise of the Eastern Roman Empire, known as the Byzantine Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2D
Cluster Name: The Eastern Roman Empire: Byzantine Civilization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-2D-2
Standard Description: Constantine, emperor who made Christianity the official religion of Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-2
Unit Name: The Ancient Roman Civilization
Cluster ID: CKHG-G3-2D
Cluster Name: The Eastern Roman Empire: Byzantine Civilization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-2D-3
Standard Description: Constantinople (now called Istanbul) merges diverse influences and cultures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G3-3A-1
Standard Description: From area now called Scandinavia (Sweden, Denmark, Norway)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G3-3A-2
Standard Description: Also called Norsemen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G3-3A-3
Standard Description: Skilled sailors and shipbuilders (longships)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G3-3A-4
Standard Description: Traders, and sometimes raiders of the European coast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G3-3A-5
Standard Description: Viking alphabet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G3-3A-6
Standard Description: Norse mythology: Thor, Thor's hammer, Asgard, and Valhalla

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G3-3A-7
Standard Description: Eric the Red and Leif Ericson (Leif "the Lucky")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G3-3A-8
Standard Description: Earliest Europeans (long before Columbus) we know of to come to North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 3 World History
Unit ID: CKHG-G3-3
Unit Name: The Vikings
Cluster ID: CKHG-G3-3A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G3-3A-8+1
Standard Description: Locate: Greenland, Canada, Newfoundland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-1A-1
Standard Description: Measure distances using map scales.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1A-2
Standard Description: Read maps and globes using longitude and latitude, coordinates, degrees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1A-3
Standard Description: Time zones, hemisphere, and map scales

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-1A-4
Standard Description: Prime Meridian (0 degrees); Greenwich, England; 180° Line (International Date Line)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-1A-5
Standard Description: Relief maps: elevations and depressions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-1B-1
Standard Description: Plates, folded mountains, fault block mountains, dome mountains, and volcanic mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2
Standard Description: Major mountain ranges

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2+1
Standard Description: South America: Andes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2+2
Standard Description: North America: Rockies and Appalachians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2+3
Standard Description: Asia: Himalayas and Urals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2+4
Standard Description: Africa: Atlas Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-1B-2+5
Standard Description: Europe: Alps

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3
Standard Description: High mountains of the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+1
Standard Description: Asia: Everest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+2
Standard Description: North America: Denali

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+3
Standard Description: South America: Aconcagua

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+4
Standard Description: Europe: Mont Blanc, Mount Elbrus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+5
Standard Description: Africa: Kilimanjaro

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+6
Standard Description: Antarctica: Vinson Massif

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+7
Standard Description: Australia: Mount Kosciuszko

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-1
Unit Name: World Geography
Cluster ID: CKHG-G4-1B
Cluster Name: Mountains and Mountain Ranges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-1B-3+8
Standard Description: Australia/Oceania: Jaya Peak (Mount Carstensz)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2A
Cluster Name: Geography Related to the Development of Western Europe
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2A-1
Standard Description: Rivers: Danube, Rhine, Rhone, and Oder

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2A
Cluster Name: Geography Related to the Development of Western Europe
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2A-2
Standard Description: Mountains: Alps, Pyrenees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2A
Cluster Name: Geography Related to the Development of Western Europe
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2A-3
Standard Description: Iberian Peninsula: Spain and Portugal, proximity to North Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2A
Cluster Name: Geography Related to the Development of Western Europe
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2A-4
Standard Description: France: the region known as Normandy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2A
Cluster Name: Geography Related to the Development of Western Europe
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2A-5
Standard Description: Mediterranean Sea, North Sea, Baltic Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2A
Cluster Name: Geography Related to the Development of Western Europe
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-2A-6
Standard Description: British Isles: England, Ireland, Scotland, Wales; the English Channel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2B-1
Standard Description: Beginning about AD 200, nomadic, warlike tribes began moving into western Europe, attacking the western Roman Empire; city of Rome sacked by Visigoths in AD 410

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2B-1+1
Standard Description: The Huns: Attila the Hun

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2B-2
Standard Description: Peoples settling in old Roman Empire included Vandals (cf. English word "vandalism"), Franks in Gaul (now France), Angles (in England: cf. "Angle-land") and Saxons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2B-3
Standard Description: The "Middle Ages" are generally dated from about AD 450 to 1400. Approximately the first three centuries after the fall of Rome (AD 476) are sometimes called the "Dark Ages."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2C-1
Standard Description: Growing power of the pope (Bishop of Rome)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2C-2
Standard Description: Disagreements among Christians: split into Roman Catholic Church in Rome and Eastern Orthodox Church in Constantinople

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2C-3
Standard Description: Conversion of many Germanic peoples to Christianity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2C-4
Standard Description: Rise of monasteries, preservation of classical learning as an important part of feudal society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2C-5
Standard Description: Charlemagne

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2C-5+1
Standard Description: Temporarily unites the western Roman Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2C-5+2
Standard Description: Crowned Emperor by the pope in AD 800, the idea of a united "Holy Roman Empire"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2C
Cluster Name: Developments in History of the Christian Church
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2C-5+3
Standard Description: Charlemagne's love and encouragement of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2D
Cluster Name: Feudalism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2D-1
Standard Description: Life on a manor, castles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2D
Cluster Name: Feudalism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2D-2
Standard Description: Lords, vassals, knights, freedmen, serfs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2D
Cluster Name: Feudalism
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2D-3
Standard Description: Farming and three-field system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2D
Cluster Name: Feudalism
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2D-4
Standard Description: Code of chivalry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2D
Cluster Name: Feudalism
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2D-5
Standard Description: Knight, squire, page

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2E
Cluster Name: The Norman Conquest
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2E-1
Standard Description: Locate the region called Normandy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2E
Cluster Name: The Norman Conquest
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2E-2
Standard Description: William the Conqueror

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2E
Cluster Name: The Norman Conquest
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2E-2+1
Standard Description: Battle of Hastings, 1066

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2E
Cluster Name: The Norman Conquest
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2E-2+2
Standard Description: Domesday Book

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2F
Cluster Name: Growth of Towns
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2F-1
Standard Description: Towns as centers of commerce, guilds and apprentices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2F
Cluster Name: Growth of Towns
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2F-2
Standard Description: Weakening of feudal ties

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2G-1
Standard Description: Henry II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2G-1+1
Standard Description: Beginnings of trial by jury

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2G-1+2
Standard Description: Murder of Thomas Becket in Canterbury Cathedral

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-2G-1+3
Standard Description: Eleanor of Aquitaine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-2G-2
Standard Description: Significance of the Magna Carta, King John, 1215

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-2G-3
Standard Description: The Crusades

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-2G-4
Standard Description: Parliament: beginnings of representative government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2G-5
Standard Description: The Hundred Years' War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-2G-5+1
Standard Description: Joan of Arc

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-2
Unit Name: Europe in the Middle Ages
Cluster ID: CKHG-G4-2G
Cluster Name: England in the Middle Ages
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-2G-6
Standard Description: The Black Death sweeps across Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-3A-1
Standard Description: Muhammad: the last prophet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-3A-2
Standard Description: Allah, Qur'an, jihad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-3A-3
Standard Description: Sacred city of Makkah (Mecca), mosques

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4
Standard Description: "Five pillars" of Islam:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4+1
Standard Description: Declaration of faith

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4+2
Standard Description: Prayer (five times daily), facing toward Makkah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4+3
Standard Description: Help the needy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4+4
Standard Description: Fasting during Ramadan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3A-4+5
Standard Description: Pilgrimage to Makkah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-3A-5
Standard Description: Arab peoples unite to spread Islam in northern Africa, through the eastern Roman empire, and as far west as Spain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-3A-6
Standard Description: Islamic Turks conquer region around the Mediterranean; in 1453, Constantinople becomes Istanbul.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3A
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G4-3A-7
Standard Description: The first Muslims were Arabs, but today diverse people around the world are Muslims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3B
Cluster Name: Development of Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-3B-1
Standard Description: Contributions to science and mathematics: Avicenna (Ibn Sina), Arabic numerals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3B
Cluster Name: Development of Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-3B-2
Standard Description: Muslim scholars translate and preserve writings of Greeks and Romans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3B
Cluster Name: Development of Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-3B-3
Standard Description: Thriving cities as centers of Islamic art and learning, such as Cordoba (Spain)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3C
Cluster Name: Wars Between Muslims and Christians
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-3C-1
Standard Description: The Holy Land, Jerusalem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3C
Cluster Name: Wars Between Muslims and Christians
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-3C-2
Standard Description: The Crusades

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3C
Cluster Name: Wars Between Muslims and Christians
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-3C-3
Standard Description: Saladin and Richard the Lion-Hearted

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-3
Unit Name: The Spread of Islam and the "Holy Wars"
Cluster ID: CKHG-G4-3C
Cluster Name: Wars Between Muslims and Christians
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-3C-4
Standard Description: Growing trade and cultural exchange between east and west

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4A-1
Standard Description: Mediterranean Sea and Red Sea, Atlantic and Indian Oceans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-4A-2
Standard Description: Cape of Good Hope

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-4A-3
Standard Description: Madagascar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-4A-4
Standard Description: Major rivers: Nile, Niger, Congo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-4A-5
Standard Description: Atlas Mountains, Mt. Kilimanjaro

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-4A-6
Standard Description: Contrasting climate in different regions:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-4A-6+1
Standard Description: Deserts: Sahara, Kalahari

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-4A-6+2
Standard Description: Tropical rain forests (along lower West African coast and Congo River)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-4A-6+3
Standard Description: Savanna (grasslands)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4A
Cluster Name: Geography of Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G4-4A-6+4
Standard Description: The Sahel (the fertile region below the Sahara)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4B
Cluster Name: Early African Kingdoms
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4B-1
Standard Description: Kush (in a region also called Nubia): once ruled by Egypt, then ruler of Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4B
Cluster Name: Early African Kingdoms
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-4B-2
Standard Description: Aksum (also spelled Axum): a trading kingdom in what is now Ethiopia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4C-1
Standard Description: Trans-Saharan trade led to a succession of flourishing kingdoms: Ghana, Mali, and Songhai

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4C-1+1
Standard Description: Camel caravans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4C-1+2
Standard Description: Trade in gold, iron, salt, ivory, and slaves

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4C-1+3
Standard Description: The city of Timbuktu: center of trade and learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4C-1+4
Standard Description: Spread of Islam into West Africa through merchants and travelers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-4C-1+5
Standard Description: Ibn Batuta (also spelled Battutah), world traveler and geographer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-4C-2
Standard Description: Mali: Sundiata Keita, Mansa Musa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-4
Unit Name: Early and Medieval African Kingdoms
Cluster ID: CKHG-G4-4C
Cluster Name: Medieval Kingdoms of the Sudan
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-4C-3
Standard Description: Songhai: Askia Muhammad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-5A-1
Standard Description: Qin Shihuangdi, first emperor, begins construction of Great Wall.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G4-5A-1+1
Standard Description: Terracotta Warriors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G4-5A-2
Standard Description: Han dynasty: trade in silk and spices, the Silk Road, invention of paper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G4-5A-3
Standard Description: Tang and Song dynasties: highly developed civilization, extensive trade, important inventions (including compass, gunpowder, paper money)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-5A-4
Standard Description: Mongol invasions and rule

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-5A-4+1
Standard Description: Chinggis Khan and the "Golden Horde"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-5A-4+2
Standard Description: Khubilai (Kublai) Khan: establishes capital at what is now Beijing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G4-5A-4+3
Standard Description: Marco Polo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-5A-5
Standard Description: Ming dynasty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-5A-5+1
Standard Description: The "Forbidden City"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 4 World History
Unit ID: CKHG-G4-5
Unit Name: China: Dynasties and Conquerors
Cluster ID: CKHG-G4-5A
Cluster Name: China: Dynasties and Conquerors
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G4-5A-5+2
Standard Description: Explorations of Zheng He

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1A-1
Standard Description: Read maps and globes using longitude and latitude, coordinates, degrees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1A-2
Standard Description: Tropic of Cancer and Tropic of Capricorn: relation to seasons and temperature

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1A-3
Standard Description: Climate zones: Arctic, Tropical, Temperate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1A-4
Standard Description: Time zones (review from Grade 4): Prime Meridian (0 degrees); Greenwich, England; 180° Line (International Date Line)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1A-5
Standard Description: Arctic Circle (imaginary lines and boundaries) and Antarctic Circle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1A
Cluster Name: Spatial Sense (Working With Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-1A-6
Standard Description: From a round globe to a flat map: Mercator projection, conic and plane projections

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1B
Cluster Name: Great Lakes of the World
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-1B-1
Standard Description: Eurasia: Caspian Sea, Lake Baikal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1B
Cluster Name: Great Lakes of the World
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-1B-2
Standard Description: Asia: Aral Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1B
Cluster Name: Great Lakes of the World
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-1B-3
Standard Description: Africa: Victoria, Tanganyika, Chad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1B
Cluster Name: Great Lakes of the World
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-1B-4
Standard Description: North America: Superior, Huron, Michigan, Erie, Ontario

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-1
Unit Name: World Geography
Cluster ID: CKHG-G5-1B
Cluster Name: Great Lakes of the World
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-1B-5
Standard Description: South America: Maracaibo, Titicaca

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2A-1
Standard Description: Identify and locate Central America and South America on maps and globes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2A-1+1
Standard Description: Largest countries in South America: Brazil and Argentina

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2A-2
Standard Description: Amazon River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2A-3
Standard Description: Andes Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2B-1
Standard Description: The Mayas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2B-1+1
Standard Description: Ancient Mayas lived in what is now southern Mexico and parts of Central America; their descendants still live there today.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2B-1+2
Standard Description: Accomplishments as architects and artisans: pyramids and temples

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2B-1+3
Standard Description: Development of a system of hieroglyphic writing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2B-1+4
Standard Description: Knowledge of astronomy and mathematics; development of a 365-day calendar; early use of concept of zero

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2B-2
Standard Description: The Aztecs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2B-2+1
Standard Description: A warrior culture, at its height in the 1400s and early 1500s, the Aztec empire covered much of what is now central Mexico.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2B-2+2
Standard Description: The island city of Tenochtitlan: aqueducts, massive temples, etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2B-2+3
Standard Description: Moctezuma (also spelled Montezuma)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-2B-2+4
Standard Description: Ruler-priests; practice of human sacrifice

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2B-3
Standard Description: The Inca

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2B-3+1
Standard Description: Ruled an empire stretching along the Pacific coast of South America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2B
Cluster Name: Maya, Aztec, and Inca Civilizations
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-2B-3+2
Standard Description: Built great cities (Machu Picchu, Cuzco) high in the Andes, connected by a system of roads

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2C
Cluster Name: Spanish Conquerors
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2C-1
Standard Description: Conquistadors: Cortés and Pizzaro

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2C
Cluster Name: Spanish Conquerors
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2C-1+1
Standard Description: Advantage of Spanish weapons (guns, cannons)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-2
Unit Name: Early American Civilizations
Cluster ID: CKHG-G5-2C
Cluster Name: Spanish Conquerors
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-2C-1+2
Standard Description: Diseases devastate native peoples

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3A-1
Standard Description: Beginning in the 1400s, Europeans set forth in a great wave of exploration and trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3A-2
Standard Description: European motivations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3A-2+1
Standard Description: Muslims controlled many trade routes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3A-2+2
Standard Description: Profit through trade in goods such as gold, silver, silks, sugar, and spices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3A-2+3
Standard Description: Spread of Christianity: missionaries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3
Standard Description: Geography of the spice trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3+1
Standard Description: The Moluccas, also called the "Spice Islands": part of present-day Indonesia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3+2
Standard Description: Locate: the region known as Indochina, the Malay Peninsula, the Philippines

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3+3
Standard Description: Definition of "archipelago"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3A
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3A-3+4
Standard Description: "Ring of Fire": earthquakes and volcanic activity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1
Standard Description: Portugal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1+1
Standard Description: Prince Henry's exploration of the West African coast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1+2
Standard Description: Bartolomeu Dias rounds the Cape of Good Hope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1+3
Standard Description: Vasco da Gama: spice trade with India, exploration of East Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1+4
Standard Description: Portuguese conquer East African Swahili city-states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3B-1+5
Standard Description: Cabral claims Brazil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2
Standard Description: Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2+1
Standard Description: Two worlds meet: Christopher Columbus and the Tainos

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2+2
Standard Description: Bartolomé de las Casas speaks out against enslavement and mistreatment of native peoples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2+3
Standard Description: Treaty of Tordesillas between Portugal and Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2+4
Standard Description: Balboa reaches the Pacific.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3B-2+5
Standard Description: Magellan crosses the Pacific, one of his ships returns to Spain, making the first round-the-world voyage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3B-3
Standard Description: England and France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3B-3+1
Standard Description: Search for Northwest Passage (review from Grade 3)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3B-3+2
Standard Description: Colonies in North America and West Indies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-3B-3+3
Standard Description: Trading posts in India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3B-4
Standard Description: Holland (The Netherlands)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3B-4+1
Standard Description: The Dutch take over Portuguese trade routes and colonies in Africa and the East Indies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3B-4+2
Standard Description: The Dutch in South Africa, Cape Town

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3B
Cluster Name: European Exploration, Trade, and Colonization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-3B-4+3
Standard Description: The Dutch in North America: New Netherland (review from Grade 3), later lost to England

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3C-1
Standard Description: The sugar trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3C-1+1
Standard Description: Enslaved Africans on Portuguese sugar plantations on islands off West African coast, such as São Tomé

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3C-1+2
Standard Description: Sugar plantations on Caribbean islands

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-3C-1+3
Standard Description: West Indies: Cuba, Puerto Rico, Bahamas, Dominican Republic, Haiti, Jamaica

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3C-2
Standard Description: Transatlantic slave trade: the "triangular trade" from Europe to Africa to colonies in the Caribbean and the Americas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3C-2+1
Standard Description: The "Slave Coast" in West Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-3
Unit Name: European Exploration, Trade, and the Clash of Cultures
Cluster ID: CKHG-G5-3C
Cluster Name: Trade and Slavery
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-3C-2+2
Standard Description: The Middle Passage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-4A-1
Standard Description: Islamic scholars translate Greek works and so help preserve classical civilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-4A-2
Standard Description: A "rebirth" of ideas from ancient Greece and Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-4A-3
Standard Description: New trade and new wealth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-4A-4
Standard Description: Italian city states: Venice, Florence, Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-4A-5
Standard Description: Patrons of the arts and learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-4A-5+1
Standard Description: The Medici Family and Florence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-4A-5+2
Standard Description: The Popes and Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G5-4A-6
Standard Description: Leonardo da Vinci, Michelangelo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-4A-7
Standard Description: Renaissance ideals and values as embodied in

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-4A-7+1
Standard Description: The Courtier by Castiglione: the "Renaissance man"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4A
Cluster Name: The Renaissance
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G5-4A-7+2
Standard Description: The Prince by Machiavelli: real-world politics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-4B-1
Standard Description: Gutenberg's printing press: the Bible made widely available

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-4B-2
Standard Description: The Protestant Reformation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-4B-2+1
Standard Description: Martin Luther and the 95 Theses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-4B-2+2
Standard Description: John Calvin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-4B-3
Standard Description: The Counter-Reformation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-4B-4
Standard Description: Copernicus and Galileo: Conflicts between science and the church

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-4
Unit Name: The Renaissance and the Reformation
Cluster ID: CKHG-G5-4B
Cluster Name: The Reformation
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-4B-4+1
Standard Description: Ptolemaic (earth-centered) vs. sun-centered models of the universe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5A-1
Standard Description: Henry VIII

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5A-1+1
Standard Description: Wives and children

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5A-1+2
Standard Description: the Church of England

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-5A-2
Standard Description: Elizabeth I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-5A-2+1
Standard Description: William Shakespeare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-5A-3
Standard Description: British naval dominance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-5A-3+1
Standard Description: Defeat of the Spanish Armada

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-5A-3+2
Standard Description: Sir Francis Drake

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5A
Cluster Name: England in the Golden Age
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-5A-3+3
Standard Description: British exploration and North American settlements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5B-1
Standard Description: The English Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5B-1+1
Standard Description: King Charles I, Puritans and Parliament

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5B-1+2
Standard Description: Civil War: Cavaliers and Roundheads

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5B-1+3
Standard Description: Execution of Charles I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5B-1+4
Standard Description: Oliver Cromwell and the Puritan regime

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-5B-1+5
Standard Description: The Restoration (1660): Charles II restored to the English throne, many Puritans leave England for America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-5B-2
Standard Description: The "Glorious Revolution" (also called the Bloodless Revolution)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-5B-2+1
Standard Description: King James II replaced by William and Mary

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-5
Unit Name: England from the Golden Age to the Glorious Revolution
Cluster ID: CKHG-G5-5B
Cluster Name: From The English Revolution to the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-5B-2+2
Standard Description: Bill of Rights: Parliament limits the power of the monarchy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-6A-1
Standard Description: Moscow and St. Petersburg

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-6A-2
Standard Description: Ural Mountains, Siberia, steppes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-6A-3
Standard Description: Volga and Don Rivers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-6A-4
Standard Description: Black, Caspian, and Baltic Seas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-6A-5
Standard Description: Search for a warm-water port

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-6B-1
Standard Description: Russia as successor to Byzantine Empire: Moscow as new center of Eastern Orthodox Church and of Byzantine culture (after the fall of Constantinople in 1453)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-6B-2
Standard Description: Ivan III (the Great), czar (from the Latin "Caesar")

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-6B-3
Standard Description: Ivan IV (the Terrible)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-6B-4
Standard Description: Peter the Great: modernizing and "Westernizing" Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-6B-5
Standard Description: Catherine the Great

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-6
Unit Name: Russia: Early Growth and Expansion
Cluster ID: CKHG-G5-6B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-6B-5+1
Standard Description: Reforms of Peter and Catherine make life even harder for peasants

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-7A-1
Standard Description: Pacific Ocean, Sea of Japan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-7A-2
Standard Description: Four main islands: Hokkaido, Honshu (largest), Shikoku, Kyushu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-7A-3
Standard Description: Tokyo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-7A-4
Standard Description: Typhoons, earthquakes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-7A-5
Standard Description: The Pacific Rim

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G5-7B-1
Standard Description: Emperor as nominal leader, but real power in the hands of shoguns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G5-7B-2
Standard Description: Samurai, code of Bushido

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G5-7B-3
Standard Description: Rigid class system in feudal Japanese society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G5-7B-4
Standard Description: Japan closed to outsiders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-7B-5
Standard Description: Religion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-7B-5+1
Standard Description: Buddhism: the four Noble Truths and the Eightfold Path, Nirvana

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 5 World History
Unit ID: CKHG-G5-7
Unit Name: Feudal Japan
Cluster ID: CKHG-G5-7B
Cluster Name: History and Culture
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G5-7B-5+2
Standard Description: Shintoism: reverence for ancestors, reverence for nature, kami

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1A-1
Standard Description: Continents and major oceans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1A-2
Standard Description: How to read maps and globes using longitude and latitude, coordinates, degrees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1A-3
Standard Description: Tropic of Cancer and Tropic of Capricorn: relation to seasons and temperature

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-1A-4
Standard Description: Climate zones: Arctic, Tropic, Temperate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-1A-5
Standard Description: Time zones (review from Grade 4): Prime Meridian (0 degrees); Greenwich, England; 180° Line (International Date Line)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1A
Cluster Name: Spatial Sense (Working with Maps, Globes, and Other Geographic Tools)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-1A-6
Standard Description: Arctic Circle (imaginary lines and boundaries) and Antarctic Circle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-1B-1
Standard Description: What is a desert? Hot and cold deserts, oasis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2
Standard Description: Major deserts in Africa:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-1B-2+1
Standard Description: Sahara, Kalahari

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-1B-3
Standard Description: Australia: a mostly desert continent, the outback

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-1B-4
Standard Description: Asia: Gobi; much of Arabian Peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-1B-5
Standard Description: North America: Mojave, Chihuahuan, Sonoran

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-1
Unit Name: World Geography
Cluster ID: CKHG-G6-1B
Cluster Name: Great Deserts of the World
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-1B-6
Standard Description: South America: Atacama Desert

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2A-1
Standard Description: The Greek polis (city-state) and patriotism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2
Standard Description: Beginnings of democratic government: Modern American democratic government has its roots in Athenian democracy (despite the obvious limitations on democracy in ancient Greece, for example, slavery, vote denied to women).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2+1
Standard Description: The Assembly

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2A-2+2
Standard Description: Suffrage, majority vote

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3
Standard Description: The "classical" ideal of human life and works

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+1
Standard Description: The ideal of the well-rounded individual and worthy citizen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+2
Standard Description: Pericles and the "Golden Age"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+3
Standard Description: Architecture: the Parthenon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2A-3+4
Standard Description: Games: The Olympics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2A-4
Standard Description: Greek wars: victory and hubris, defeat and shame

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2A-4+1
Standard Description: Persian Wars: Marathon, Thermopylae, Salamis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2A-4+2
Standard Description: The Peloponnesian War: Sparta defeats Athens

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2A-5
Standard Description: Socrates and Plato

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2A-5+1
Standard Description: Socrates was Plato's teacher; we know of him through Plato's writings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2A-5+2
Standard Description: For Socrates, wisdom is knowing that you do not know.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2A-5+3
Standard Description: The trial of Socrates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2A-6
Standard Description: Plato and Aristotle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2A-6+1
Standard Description: Plato was Aristotle's teacher.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2A-6+2
Standard Description: They agreed that reason and philosophy should rule our lives, not emotion and rhetoric.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2A-6+3
Standard Description: They disagreed about where true "reality" is: Plato says it is beyond physical things in ideas (cf. the "allegory of the cave"); Aristotle says reality is only in physical things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2A
Cluster Name: Ancient Greece
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G6-2A-7
Standard Description: Alexander the Great and the spread of Greek ("Hellenistic") culture: the library at Alexandria

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2B-1
Standard Description: The Roman Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2B-1+1
Standard Description: Builds upon Greek and classical ideals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2B-1+2
Standard Description: Class and status: patricians and plebeians, slaves

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-2B-1+3
Standard Description: Roman government: consuls, tribunes, and senators

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-2B-2
Standard Description: The Punic Wars: Rome vs. Carthage, Hannibal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-2B-3
Standard Description: Julius Caesar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2B-4
Standard Description: Augustus Caesar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2B-4+1
Standard Description: Pax Romana

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2B-4+2
Standard Description: Roman law and the administration of a vast, diverse empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-2B-4+3
Standard Description: Virgil, The Aeneid: epic on the legendary origins of Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2B-5
Standard Description: Christianity under the Roman Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2B-5+1
Standard Description: Jesus's instruction to "Render unto Caesar the things which are Caesar's, and unto God the things that are God's" [Matthew 22:21]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2B-5+2
Standard Description: Roman persecution of Christians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-2B-5+3
Standard Description: Constantine: first Christian Roman emperor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2B-6
Standard Description: The "decline and fall" of the Roman Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2B-6+1
Standard Description: Causes debated by historians for many hundreds of years (outer forces such as shrinking trade, attacks and invasions vs. inner forces such as disease, jobless masses, taxes, corruption and violence, rival religions and ethnic groups, weak emperors).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-2
Unit Name: Lasting Ideas from Ancient Civilizations
Cluster ID: CKHG-G6-2B
Cluster Name: Ancient Rome
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-2B-6+2
Standard Description: Rome's "decline and fall" perceived as an "object lesson" for later generations and societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3A
Cluster Name: Faith in science and human reason, as exemplified by
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-3A-1
Standard Description: Isaac Newton and the laws of nature

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3A
Cluster Name: Faith in science and human reason, as exemplified by
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-3A-2
Standard Description: Descartes: "cogito ergo sum"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3B
Cluster Name: Two ideas of "human nature": Thomas Hobbes and John Locke
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-3B-1
Standard Description: Hobbes: the need for a strong governing authority as a check on "the condition of man . . . [which] is a condition of war of everyone against everyone"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3B
Cluster Name: Two ideas of "human nature": Thomas Hobbes and John Locke
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-3B-2
Standard Description: Locke: the idea of man as a "tabula rasa" and the optimistic belief in education; argues against doctrine of divine right of kings and for government by consent of the governed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3C
Cluster Name: Influence of the Enlightenment on the beginnings of the United States
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-3C-1
Standard Description: Thomas Jefferson: the idea of "natural rights" in the Declaration of Independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3C
Cluster Name: Influence of the Enlightenment on the beginnings of the United States
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-3C-2
Standard Description: Montesquieu and the idea of separation of powers in government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-3
Unit Name: The Enlightenment
Cluster ID: CKHG-G6-3C
Cluster Name: Influence of the Enlightenment on the beginnings of the United States
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-3C-3
Standard Description: Voltaire and idea of limited monarchy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-4A-1
Standard Description: The influence of Enlightenment ideas and of the English Revolution on revolutionary movements in America and France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-4A-1+1
Standard Description: French aristocrat Marquis de Lafayette

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-4A-2
Standard Description: The American Revolution: the French alliance and its effect on both sides

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-4A-3
Standard Description: The Old Regime in France (L'Ancien Régime)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-4A-3+1
Standard Description: The social classes: the three Estates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-4A-3+2
Standard Description: Louis XIV, the "Sun King": Versailles; Louis XV: "Après moi, le déluge"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-4A-3+3
Standard Description: Louis XVI: the end of the Old Regime

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-4A-3+4
Standard Description: Marie Antoinette: the famous legend of "Let them eat cake"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-4A-4
Standard Description: 1789: from the Three Estates to the National Assembly

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-4A-4+1
Standard Description: July 14, Bastille Day

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-4A-4+2
Standard Description: Declaration of the Rights of Man

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-4A-4+3
Standard Description: October 5, Women's March on Versailles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-4A-4+4
Standard Description: "Liberty, Equality, Fraternity"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-4A-5
Standard Description: Louis XVI and Marie Antoinette to the guillotine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-4A-6
Standard Description: Reign of Terror: Robespierre, the Jacobins, and the "Committee of Public Safety"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G6-4A-7
Standard Description: Revolutionary arts and the new classicism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G6-4A-8
Standard Description: Napoleon Bonaparte and the First French Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G6-4A-8+1
Standard Description: Napoleon as military genius

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G6-4A-8+2
Standard Description: Crowned Emperor Napoleon I: reinventing the Roman Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G6-4A-8+3
Standard Description: The invasion of Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G6-4A-8+4
Standard Description: Exile to Elba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-4
Unit Name: The French Revolution
Cluster ID: CKHG-G6-4A
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G6-4A-8+5
Standard Description: Wellington and Waterloo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-5
Unit Name: Romanticism
Cluster ID: CKHG-G6-5A
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-5A-1
Standard Description: Beginning in early nineteenth century Europe, Romanticism refers to the cultural movement characterized by:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-5
Unit Name: Romanticism
Cluster ID: CKHG-G6-5A
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-5A-1+1
Standard Description: The rejection of classicism and classical values

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-5
Unit Name: Romanticism
Cluster ID: CKHG-G6-5A
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-5A-1+2
Standard Description: An emphasis instead on emotion and imagination (instead of reason)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-5
Unit Name: Romanticism
Cluster ID: CKHG-G6-5A
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-5A-1+3
Standard Description: An emphasis on nature and the private self (instead of society and man in society)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-5
Unit Name: Romanticism
Cluster ID: CKHG-G6-5A
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-5A-2
Standard Description: The influence of Jean-Jacques Rousseau's celebration of man in a state of nature (as opposed to man in society): "Man is born free and everywhere he is in chains"; the idea of the "noble savage"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-5
Unit Name: Romanticism
Cluster ID: CKHG-G6-5A
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-5A-3
Standard Description: Romanticism in literature, the visual arts, and music

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-6A-1
Standard Description: Beginnings in Great Britain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-6A-1+1
Standard Description: Revolution in transportation: canals, railroads, new highways

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-6A-1+2
Standard Description: Steam power: James Watt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-6A-2
Standard Description: Revolution in textiles: Eli Whitney and the cotton gin, factory production

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-6A-3
Standard Description: Iron and steel mills

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-6A-4
Standard Description: The early factory system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-6A-4+1
Standard Description: Families move from farm villages to factory towns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-6A-4+2
Standard Description: Unsafe, oppressive working conditions in mills and mines

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-6A-4+3
Standard Description: Women and child laborers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-6A-4+4
Standard Description: Low wages, poverty, slums, disease in factory towns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6A
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-6A-4+5
Standard Description: Violent resistance: Luddites

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6B
Cluster Name: Capitalism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-6B-1
Standard Description: Adam Smith and the idea of laissez faire vs. government intervention in economic and social matters, division of labor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6B
Cluster Name: Capitalism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-6B-2
Standard Description: Law of supply and demand

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6B
Cluster Name: Capitalism
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-6B-3
Standard Description: Growing gaps between social classes: Disraeli's image of "two nations" (the rich and the poor)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6C
Cluster Name: Socialism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-6C-1
Standard Description: An idea that took many forms, all of which had in common their attempt to offer an alternative to capitalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6C
Cluster Name: Socialism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-6C-1+1
Standard Description: For the public ownership of large industries, transport, banks, etc., and the more equal distribution of wealth

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6C
Cluster Name: Socialism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-6C-2
Standard Description: Marxism: the Communist form of Socialism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6C
Cluster Name: Socialism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-6C-2+1
Standard Description: Karl Marx and Friedrich Engels, The Communist Manifesto: "Workers of the world, unite!"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6C
Cluster Name: Socialism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-6C-2+2
Standard Description: Class struggle: bourgeoisie and proletariat, workers' rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-6
Unit Name: Industrialism, Capitalism, and Socialism
Cluster ID: CKHG-G6-6C
Cluster Name: Socialism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-6C-2+3
Standard Description: Communists, in contrast to Socialists, opposed all forms of private property.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-7A-1
Standard Description: The name "Latin America" comes from the Latin origin of the languages now most widely spoken (Spanish and Portuguese).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-7A-2
Standard Description: Haitian revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-7A-2+1
Standard Description: Toussaint L'Ouverture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-7A-2+2
Standard Description: Abolition of West Indian slavery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7A-3
Standard Description: Mexican revolutions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7A-3+1
Standard Description: Miguel Hidalgo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7A-3+2
Standard Description: José María Morelos

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7A-3+3
Standard Description: Santa Anna vs. the United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7A-3+4
Standard Description: Benito Juárez

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7A-3+5
Standard Description: Pancho Villa, Emiliano Zapata

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-7A-4
Standard Description: Liberators

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-7A-4+1
Standard Description: Simon Bolivar

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-7A-4+2
Standard Description: José de San Martín

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-7A-4+3
Standard Description: Bernardo O'Higgins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-7A-5
Standard Description: New nations in Central America: Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7A
Cluster Name: History
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-7A-6
Standard Description: Brazilian independence from Portugal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G6-7B-1
Standard Description: Mexico: Yucatan Peninsula, Mexico City

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G6-7B-2
Standard Description: Panama: isthmus, Panama Canal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3
Standard Description: Central America and South America: locate major cities and countries including

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3+1
Standard Description: Caracas (Venezuela)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3+2
Standard Description: Bogota (Colombia)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3+3
Standard Description: Quito (Ecuador)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3+4
Standard Description: Lima (Peru)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3+5
Standard Description: Santiago (Chile)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G6-7B-3+6
Standard Description: La Paz (Bolivia)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G6-7B-4
Standard Description: Andes Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G6-7B-5
Standard Description: Brazil: largest country in South America, rain forests, Rio de Janeiro, Amazon River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 6 World History
Unit ID: CKHG-G6-7
Unit Name: Latin American Independence Movements
Cluster ID: CKHG-G6-7B
Cluster Name: Geography of Latin America
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G6-7B-6
Standard Description: Argentina: Rio de la Plata, Buenos Aires, Pampas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-1A-1
Standard Description: Fertile Crescent

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-1A-2
Standard Description: A "cradle of civilization"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-1A-3
Standard Description: Crossroads of trade, culture, and conquest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-1A-4
Standard Description: Importance of Tigris and Euphrates Rivers, and River Valley

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-1B-1
Standard Description: Farming methods including irrigation and organized settlements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-1B-10
Standard Description: Civil servants

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-1B-11
Standard Description: Southern Sumerian city-states including Ur, Kish, and Uruk

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-1B-12
Standard Description: King Sargon, ruler of Akkad in northern Mesopotamia, conquered and joined together Sumerian city-states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-1B-13
Standard Description: Amorites, founders of Babylon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-1B-14
Standard Description: Code of Hammurabi, early code of laws inscribed on stone and publically displayed; "an eye for an eye"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-1B-15
Standard Description: Assyrian Empire, army included skilled engineers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-1B-16
Standard Description: City of Nineveh, seat of Assyrian power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-1B-17
Standard Description: Assyrian King Ashurbanipal built one of world's first libraries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-1B-18
Standard Description: Epic of Gilgamesh, a surviving treasure from library of Nineveh

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-1B-19
Standard Description: King Nabopolassar and the Neo-Babylonian Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-1B-2
Standard Description: Scribes and development of cuneiform, a form of writing; clay tablets

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-1B-20
Standard Description: Nebuchadnezzar, son of King Nabopolassar, rebuilt Babylon, including the Ishtar Gate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-1B-3
Standard Description: Discovery of key principles of astronomy, mathematics, physics, medicine, and art

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-1B-4
Standard Description: Technology including chariots, sailboats, and metallurgy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-1B-5
Standard Description: Complex buildings including ziggurats

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-1B-6
Standard Description: Polytheism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-1B-7
Standard Description: Primary sources

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-1B-8
Standard Description: Artifacts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-1
Unit Name: Mesopotamia
Cluster ID: CKHG-G8-1B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-1B-9
Standard Description: Priest-kings and eventual hereditary rule

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-10A-1
Standard Description: North and south finally united by northern general, Yang Jian, who became Emperor Wendi

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-10A-10
Standard Description: Empress Wu Zhao a Tang ruler; only woman to have ruled China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-10A-11
Standard Description: Golden age in China, particularly during reign of Emperor Xuanzong; cultural achievements; woodblock printing; poets Li Bai and Du Fu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-10A-12
Standard Description: Tea merchants gain great wealth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-10A-13
Standard Description: World's first paper money and gunpowder

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-10A-14
Standard Description: Period after the Tang is called the Five Dynasties and Ten Kingdoms period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-10A-15
Standard Description: Zhao Kuangyin establishes Song dynasty; becomes Emperor Taizu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-10A-16
Standard Description: Increasing use of machinery and advances in agriculture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-10A-17
Standard Description: New technologies such as magnetic compass, sternpost ship rudders, and movable-type printing press

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-10A-2
Standard Description: Rise of Sui dynasty in 581 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-10A-3
Standard Description: China united and ruled once again from old capital, Chang'an

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-10A-4
Standard Description: Emperor Wendi establishes new administrative bureaucracy; exam based placement in civil service

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-10A-5
Standard Description: Sui dynasty falls due to failed military campaigns and financial excess

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-10A-6
Standard Description: Emperor Wendi's son, Emperor Yangdi, killed by government official in 618 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-10A-7
Standard Description: Chang'an captured by general Li Yuan; Li Yuan becomes known as Gaozu; first emperor of new Tang dynasty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-10A-8
Standard Description: Gazozu creates new legal code.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10A
Cluster Name: Imperial China
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-10A-9
Standard Description: The Tang rule from 618 to 907 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-10B-1
Standard Description: Temüjin was born in the 1160s to nomads who lived on the steppe north of China, in the region now called Mongolia; better known as Genghis Khan; elected as ruler of all Mongolia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-10B-10
Standard Description: Yuan dynasty declines after death of Kublai Khan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-10B-11
Standard Description: New emperor, Hongwu, establishes Ming dynasty; distinctive style of pottery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-10B-12
Standard Description: Great Wall construction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-10B-13
Standard Description: Construct new palace complex in Beijing, known as Forbidden City

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-10B-14
Standard Description: Zheng He's fleet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-10B-15
Standard Description: Ming dynasty taken over by the Manchu; they establish China's final dynasty as the Qing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-10B-2
Standard Description: Genghis Khan creates a law code; has Mongol language written down

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-10B-3
Standard Description: Mongols traveled, hunted, and fought on horseback.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-10B-4
Standard Description: Launched successful assaults on cities in northern China; attacked Korean peninsula, and lands in modern-day Russia, Ukraine, and Poland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-10B-5
Standard Description: Genghis Khan died in 1227; sons inherited parts of his empire; most powerful part inherited by grandson Kublai Khan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-10B-6
Standard Description: Between 1260 and 1271 CE, Kublai Khan's forces conquered Song Empire in south China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-10B-7
Standard Description: Kublai Khan declares himself emperor of China; establishes capital at Beijing; adopts imperial name Shizu; his dynasty known as Yuan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-10B-8
Standard Description: Expansion of trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-10
Unit Name: Imperial China
Cluster ID: CKHG-G8-10B
Cluster Name: The Mongols
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-10B-9
Standard Description: Marco Polo (c.1254–1324) visits China; later wrote of his adventures Il milione (The million)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-11A-1
Standard Description: East Asia and Southeast Asia includes China and lands to the north, south, and east; present-day Korea and Japan typically considered part of East Asia, as well as Vietnam, Cambodia, Thailand, Laos, Malaysia, Indonesia, and the Philippines

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-11A-2
Standard Description: East and Southeast Asia lie in and along the coast of Pacific Ocean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-11A-3
Standard Description: Peninsulas and archipelagos; western curve of Ring of Fire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-11A-4
Standard Description: Tsunamis; typhoons

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-11A-5
Standard Description: Mount Fuji

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-11B-1
Standard Description: Many early settlements emerged on or near coastline

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-11B-10
Standard Description: Unified Silla kingdom declines in 900s CE; replaced by Goryeo (or Koryo) dynasty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-11B-2
Standard Description: Agriculture developed in river valleys and limited plains regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-11B-3
Standard Description: 2000 BCE, people began to live in more concentrated farming villages; dolmens

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-11B-4
Standard Description: 700 BCE rice is grown as a staple; 300s BCE bronze metalwork given way to iron; jade and pottery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-11B-5
Standard Description: 700s to 400s BCE, some towns united into first complex state in the peninsula, Gojoseon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-11B-6
Standard Description: 108 BCE north of Korea conquered by Han dynasty of China; later, four rival states emerged (18 BCE to 660 CE); referred to as Three Kingdoms period

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-11B-7
Standard Description: Societal class system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-11B-8
Standard Description: Korea unified by Silla kingdom in late 600s CE, aided by Chinese Tang dynasty; called Unified Silla kingdom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11B
Cluster Name: Ancient Korea
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-11B-9
Standard Description: Unified Silla monarchs came from Kim clan; organized kingdom into nine provinces run by governors appointed by the king

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11C
Cluster Name: Ancient Japan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-11C-1
Standard Description: Yayoi began in 300 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11C
Cluster Name: Ancient Japan
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-11C-2
Standard Description: Increased rice and vegetable production due to introduction of irrigation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11C
Cluster Name: Ancient Japan
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-11C-3
Standard Description: Yayoi divided among clans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11C
Cluster Name: Ancient Japan
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-11C-4
Standard Description: Kofun period lasted from 250 to 538 CE; burial mounds; introduction of Shinto beliefs; kami

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11C
Cluster Name: Ancient Japan
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-11C-5
Standard Description: Yamato clan establishes power in regions around present-day Kyoto, Nara, and Osaka

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-11D-1
Standard Description: Emperor Kimmei, 539 to 571 CE; beginning of Asuka period

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-11D-10
Standard Description: Samurai bound to serve regional lords, called daimyo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-11D-11
Standard Description: Genpei War (1180 to 1185 CE); clash between rival daimyo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-11D-12
Standard Description: Minamoto Yoritomo declares himself shogun; Kamakura period, improvements to infrastructure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-11D-13
Standard Description: Samurai develop code of ethics and cultural practices known as bushido.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-11D-14
Standard Description: Tea ceremony and ink-brush calligraphy developed in this period

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-11D-15
Standard Description: Mongols and dynastic changes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-11D-16
Standard Description: Japan entered warring states period between 1467 to 1615 CE; ongoing civil war

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-11D-17
Standard Description: Portuguese trade; firearms; Christianity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-11D-18
Standard Description: Tokugawa clan take power in early 1600s; ruled from Edo, present-day Tokyo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-11D-19
Standard Description: Tokugawa shogunate closed off Japan to rest of world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-11D-2
Standard Description: Japanese emperors believed to be direct descendants of sun goddess, Amaterasu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-11D-3
Standard Description: Prince Shotoku ruled as regent when Empress Suiko was on throne

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-11D-4
Standard Description: Well organized bureaucratic government cap system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-11D-5
Standard Description: Emperors ruled from city of Nara from 710 to 794 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-11D-6
Standard Description: Emperor Shomu (724 to 749 CE), established Buddhist temple in every province in Japan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-11D-7
Standard Description: Heian period established major central rule at city now called Kyoto

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-11D-8
Standard Description: Heian nobility and cultural achievements including establishment of Japanese writing system; The Tale of Genji by Murasaki Shikibu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11D
Cluster Name: Imperial Japan
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-11D-9
Standard Description: Regional landlords raise private armies of warriors, called samurai

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11E
Cluster Name: South East Asia
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-11E-1
Standard Description: Modern country of Vietnam located on Indochinese peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11E
Cluster Name: South East Asia
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-11E-2
Standard Description: Khmer ethnic group built an empire; Angkor Wat

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11E
Cluster Name: South East Asia
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-11E-3
Standard Description: Khmer empire ended when capital Angkor captured by Thai people in 1432 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11E
Cluster Name: South East Asia
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-11E-4
Standard Description: 1350 CE, Thai kingdom called Ayutthaya rose to power; capital Bangkok

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11E
Cluster Name: South East Asia
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-11E-5
Standard Description: Ayutthaya kingdom ruled over large area of Southeast Asia for four centuries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-11
Unit Name: Civilizations of Korea, Japan, and Southeast Asia
Cluster ID: CKHG-G8-11E
Cluster Name: South East Asia
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-11E-6
Standard Description: Malay people emerged in Malay peninsula, now modern country of Indonesia; eventually rule of Java and Sumatra

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12A-1
Standard Description: Continent of Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12A-2
Standard Description: Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12A-3
Standard Description: Atlantic Ocean, Mediterranean Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12A-4
Standard Description: Middle East; north Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12A-5
Standard Description: Eastern Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-12A-6
Standard Description: Moscow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-12A-7
Standard Description: Novgorod and Kyiv

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-12A-8
Standard Description: Dnieper River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12B
Cluster Name: Background: Europe
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12B-1
Standard Description: Also called the medieval period, the Middle Ages lasted from about 500 CE to 1500 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12B
Cluster Name: Background: Europe
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12B-2
Standard Description: The term Middle Ages designates an era of European history between the classical period of ancient Greece and Rome and the Renaissance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12B
Cluster Name: Background: Europe
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12B-3
Standard Description: Historians generally break the Middle Ages into three periods: the early Middle Ages (500 CE to 1000 CE), the High Middle Ages (1000 CE to 1300 CE), and the late Middle Ages (1300 CE to 1500 CE)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12B
Cluster Name: Background: Europe
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12B-4
Standard Description: Aristocracy originated from Roman nobles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12B
Cluster Name: Background: Europe
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12B-5
Standard Description: Aristocratic status was largely hereditary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12B
Cluster Name: Background: Europe
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-12B-6
Standard Description: Aristocracy held most of the land, and virtually all military and political power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12C
Cluster Name: Early Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12C-1
Standard Description: Roman Empire had established many aspects of social structure which largely fell apart after fall of Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12C
Cluster Name: Early Middle Ages
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12C-2
Standard Description: Groups such as the Alemanni, Franks, Angles, Saxons, Vandals, Visigoths, and others began to migrate into the empire's territory in the third century CE, establishing their own regional cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12D
Cluster Name: The Church
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12D-1
Standard Description: With the decline of the Western Roman Empire, the only European-wide system was the Christian Church.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12D
Cluster Name: The Church
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12D-2
Standard Description: Constantine made Christianity the official religion of the Roman Empire in 380 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12D
Cluster Name: The Church
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12D-3
Standard Description: Most important bishop within the hierarchy of the Church was the bishop of Rome (pope).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12E
Cluster Name: Charlemagne
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12E-1
Standard Description: In the eighth century CE, the kingdom of the Franks was one of the strongest in Europe; one of its kings rose to power—Charles the Great or Charlemagne.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12E
Cluster Name: Charlemagne
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12E-2
Standard Description: Under Charlemagne, monastic libraries grew.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12E
Cluster Name: Charlemagne
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12E-3
Standard Description: Growth of Charlemagne's empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12E
Cluster Name: Charlemagne
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12E-4
Standard Description: Parts of Charlemagne's lands eventually became lands of Germany and France.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12F-1
Standard Description: New period of greater calm began in Europe in 1000 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-12F-10
Standard Description: Development of a new plow, and changing farming methods; three-field rotation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-12F-11
Standard Description: Military structure of the High Middle Ages dominated by mounted, armored knights and infantry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-12F-12
Standard Description: Castle strongholds

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-12F-13
Standard Description: The English introduced longbows into warfare.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-12F-14
Standard Description: Introduction of gunpowder

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-12F-15
Standard Description: By the end of the thirteenth century there were over a dozen universities in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12F-2
Standard Description: Population increased, as did life expectancy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12F-3
Standard Description: Growth of towns and economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12F-4
Standard Description: High Middle Ages saw development of organized feudal system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12F-5
Standard Description: Feudalism evolved into complex hierarchy dominated by royals and nobles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-12F-6
Standard Description: Europe was politically divided into kingdoms (ruled by a king) and principalities (ruled by a prince, duke, or count).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-12F-7
Standard Description: Gatherings of political advisors evolved into parliaments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-12F-8
Standard Description: Bond of loyalty a defining feature of feudalism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12F
Cluster Name: High Middle Ages
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-12F-9
Standard Description: Distribution of land, and expansion of agricultural lands

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12G
Cluster Name: Manorialism
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12G-1
Standard Description: A manor was a rural, self-contained farming unit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12G
Cluster Name: Manorialism
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12G-2
Standard Description: Peasants worked on the manorial lands and were bound to the manorial lands by contract

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12G
Cluster Name: Manorialism
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12G-3
Standard Description: Peasants had little social power (serfs).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12H
Cluster Name: Towns and Expanding Trade
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12H-1
Standard Description: Inhabited by trades people, artisans, craftspeople

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12H
Cluster Name: Towns and Expanding Trade
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12H-2
Standard Description: By 1100s, many towns had established guilds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12H
Cluster Name: Towns and Expanding Trade
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12H-3
Standard Description: Apprenticeship system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12H
Cluster Name: Towns and Expanding Trade
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12H-4
Standard Description: Merchants and expanded trade links across Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12H
Cluster Name: Towns and Expanding Trade
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12H-5
Standard Description: Silk road continued to be an important trade route for goods and ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12I
Cluster Name: High Middle Ages Church
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12I-1
Standard Description: The Church reached its greatest influence in the High Middle Ages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12I
Cluster Name: High Middle Ages Church
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12I-2
Standard Description: Nearly everyone's life revolved around the Church.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12I
Cluster Name: High Middle Ages Church
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12I-3
Standard Description: Clergy were the main source of education and held great social and political power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12I
Cluster Name: High Middle Ages Church
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12I-4
Standard Description: Church architecture began to change during this period; abbey church of Saint-Denis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12I
Cluster Name: High Middle Ages Church
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12I-5
Standard Description: Mechanical clock developed for the Church in second half of thirteenth century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12J
Cluster Name: The Crusades
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12J-1
Standard Description: In High Middle Ages Europeans had expanded interest in the Holy Land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12J
Cluster Name: The Crusades
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12J-2
Standard Description: Rise of Islam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12J
Cluster Name: The Crusades
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12J-3
Standard Description: In 1096 CE, the pope called for a crusade to take back the Holy Land for Christianity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12J
Cluster Name: The Crusades
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12J-4
Standard Description: Christians captured Jerusalem in 1099 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12J
Cluster Name: The Crusades
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12J-5
Standard Description: Knights Templars were a Christian military order founded around 1118 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12K-1
Standard Description: Europe's population began to slow around 1300 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12K-2
Standard Description: Crop failure, famine, and population decline

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12K-3
Standard Description: Black Death, 1347 CE; drastic decline in population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12K-4
Standard Description: Social and Political upheaval

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12K-5
Standard Description: Hundred Year's War (1337–1453 CE); Peasant's Revolt, 1381 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-12K-6
Standard Description: System of feudalism began to decline.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12K
Cluster Name: Late Middle Ages
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-12K-7
Standard Description: Johannes Gutenberg printing press 1440 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-12L-1
Standard Description: Some of the patterns that defined medieval Europe were also part of medieval Russia, but there were ways in which Russia was quite different.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-12L-10
Standard Description: Ivan the Great demonstrated military and political strength; developed strong central government; foundations of modern Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-12L-2
Standard Description: While many peoples lived in the region in and around Russia, the Slavs and the Rus were two groups that became important.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-12L-3
Standard Description: Byzantine missionaries brought Christianity to Russia around 900 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-12L-4
Standard Description: By the eleventh century Russia incorporated more long-distance trade than the West, and the cultural touchstones of art, literature, and architecture were more developed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-12L-5
Standard Description: Mongols defeated Rus in 1223 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-12L-6
Standard Description: Mongols created the largest contiguous empire the world has ever known.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-12L-7
Standard Description: The Mongol invasion of Kievan Rus in 1223 CE left Russia with only a few small areas, such as Novgorod, remaining outside of Mongol control.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-12L-8
Standard Description: The prince of Novgorod, Alexander Nevsky, maintained independence by negotiating with the Mongols. From this arose a new country, the Grand Principality of Moscow, or Muscovy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-12
Unit Name: Europe and Russia in the Middle Ages
Cluster ID: CKHG-G8-12L
Cluster Name: Medieval Russia: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-12L-9
Standard Description: A strong ruler named Ivan became the grand prince of Muscovy in 1462 CE (Ivan the Great).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13A-1
Standard Description: Continent of Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-13A-10
Standard Description: Madagascar (fourth largest island on earth)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13A-2
Standard Description: Great diversity of climate and geographical zones across the continent of Africa including grassy savannas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13A-3
Standard Description: Atlantic Ocean, Indian Ocean, Mediterranean Sea, Red Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13A-4
Standard Description: Middle East

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-13A-5
Standard Description: Sahara Desert; Kalahari Desert; Sahel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-13A-6
Standard Description: Sinai Peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-13A-7
Standard Description: Nile, Niger, and Congo Rivers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-13A-8
Standard Description: Atlas Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-13A-9
Standard Description: Mount Kilimanjaro

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13B-1
Standard Description: The vast continent of Africa has a great diversity of landscapes, resources, and cultures. Between the sixth and sixteenth centuries CE, several civilizations in North and West Africa served as important centers of trade and cultural exchange. The three great West African empires of Ghana, Mali, and Songhai rose to power in part because they controlled gold mines, salt mines, and the trade routes that linked these valuable resources to the rest of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13C
Cluster Name: Africa during Europe's Medieval Period
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13C-1
Standard Description: Several African civilizations enjoyed incredible prosperity, growing trade, and cross-cultural connections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13C
Cluster Name: Africa during Europe's Medieval Period
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13C-2
Standard Description: This growth was helped by greater contact between Africans and the empires that ruled the regions surrounding Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13C
Cluster Name: Africa during Europe's Medieval Period
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13C-3
Standard Description: Spread of Christianity and Islam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13C
Cluster Name: Africa during Europe's Medieval Period
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13C-4
Standard Description: Trans-Saharan trade fueled the rise of three mighty empires in West Africa. The Ghana, Mali, and Songhai Empires emerged in succession between the 400s and the 1400s CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13C
Cluster Name: Africa during Europe's Medieval Period
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-13C-5
Standard Description: West Africa was an important regional trade center that connected different parts of Africa as well as China, India, Arabia, and Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13C
Cluster Name: Africa during Europe's Medieval Period
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-13C-6
Standard Description: Each of the three empires benefited from the region's deposits of gold and salt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13D-1
Standard Description: Situated south of the Sahara in the relatively less arid region of the Sahel, the Ghana Empire began as a regional kingdom of the Soninke people, who were part of a larger ethnic and language group called the Mande.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13D-2
Standard Description: Most of what is known about the Ghana Empire has been passed down through either oral tradition or texts written by Arab merchants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13D-3
Standard Description: It is likely that the main city was Koumbi Saleh (located in present-day Mauritania), which was home to thousands of people.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13D-4
Standard Description: The people of the Ghana Empire originally practiced an animist religion, as was common throughout West Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-13D-5
Standard Description: As Islamic civilization began to spread in the 700s CE, more and more Muslim merchants, diplomats, and others made their way to the Ghana Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-13D-6
Standard Description: By the end of the twelfth century CE, the Ghana Empire was an Islamic society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13D
Cluster Name: Ghana Empire
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-13D-7
Standard Description: Conflict with various external groups weakened the empire, as did a change in climate and weather patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13E-1
Standard Description: Rise of West African kingdom of Mali began in 1235 CE when Mandinka leader called Sundiata Keita (Lion Prince or Hungering Prince) became the mansa, or emperor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13E-2
Standard Description: Sundiata Keita fortified trade routes and took control of the gold mines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13E-3
Standard Description: City of Timbuktu became an important cosmopolitan center of the Mali Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13E-4
Standard Description: Mali Empire taxed the goods that came through Timbuktu and their other cities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-13E-5
Standard Description: Most powerful ruler of the Mali Empire was Mansa Musa, who reigned from 1312 to 1337 CE; doubled size of the empire; became one of the richest men in the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-13E-6
Standard Description: Around 1324 CE, Mansa Musa undertook a pilgrimage to Mecca.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-13E-7
Standard Description: Mansa Musa supported the construction of mosques, Islamic schools, libraries, and universities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13E
Cluster Name: Mali Empire
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-13E-8
Standard Description: A combination of factors led to the eventual decline of Mali's power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13F-1
Standard Description: Songhai kings attacked and raided Mali cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13F-2
Standard Description: One king, named Sunni Ali, used his strong army and naval force to control travel on the Niger.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13F-3
Standard Description: By 1468, Sunni Ali had conquered most of the territory once held by the Mali Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13F-4
Standard Description: By 1500, the Songhai Empire stretched even farther to the north and east than Mali had.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-13F-5
Standard Description: Askia Muhammad, the first Songhai emperor, developed more trade with Asia and Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-13F-6
Standard Description: Askia Muhammad sought to increase the influence of Islam in the empire; he supported the building of mosques and brought many Arab scholars to the university in Timbuktu, which created a golden age of learning in the region.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-13F-7
Standard Description: The Tomb of Askia, a grand structure that is part of the Great Mosque of Gao, is said to be his place of burial. It is the largest historical monument in West Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13F
Cluster Name: Songhai Empire: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-13F-8
Standard Description: In the late 1500s, internal strife, drought, and disease began to fray the Songhai Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13G
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13G-1
Standard Description: New influences entered West Africa as Portuguese and other European traders and explorers gained the ability to travel to the region in the 1400s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13G
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13G-2
Standard Description: The arrival of Europeans changed the form and scale of the African slave trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13G
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13G-3
Standard Description: Portuguese explorers and traders began to set up trading posts on the African coast in the 1440s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13G
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13G-4
Standard Description: The Portuguese traded in goods that the local trading networks produced; included trade of enslaved people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-13H-1
Standard Description: A geographer and avid traveler, Ibn Battuta was a fourteenth-century Muslim scholar from Morocco; his travels in West Africa took place from 1349 to 1354 CE.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-13H-2
Standard Description: He wrote detailed accounts about his experiences and drew maps of his voyages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-13H-3
Standard Description: Griots are important figures in West African cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-13H-4
Standard Description: Griots serve as historians, genealogists, storytellers, poets, musicians, praise singers, and authority figures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-13H-5
Standard Description: The role of griot was hereditary and a position of honor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-13H-6
Standard Description: Griots told social and family histories that were passed down from one generation to the next through stories and songs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-13H-7
Standard Description: Instruments such as the kora (similar to a harp) and the balafon (similar to a xylophone) accompanied the words and lyrics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-13H-8
Standard Description: The tale of Sundiata Keita was preserved by griots for centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-13
Unit Name: West African Kingdoms
Cluster ID: CKHG-G8-13H
Cluster Name: Ibn Battuta, Griots and Oral Traditions
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-13H-9
Standard Description: Griots also functioned as record keepers for births, deaths, and marriages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14A-1
Standard Description: Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14A-2
Standard Description: Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14A-3
Standard Description: Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14A-4
Standard Description: Arabia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-14A-5
Standard Description: Persia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-14A-6
Standard Description: Spain, Italy, England

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-14A-7
Standard Description: Atlantic Ocean, Mediterranean Sea, Arabian Sea, Adriatic Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14B-1
Standard Description: Monks in western Europe had preserved Latin writing; Greek texts were copied, read, and studied widely in areas under Muslim rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14B-2
Standard Description: Followers of Islam conquered most of the Eastern Roman Empire in the seventh and eighth centuries CE; they absorbed the Greek-speaking upper class of East Rome.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14B-3
Standard Description: Muslims prized Greek texts for their contributions to medicine, philosophy, and science. Schools flourished for centuries in the Islamic Middle East, North Africa, and Iberia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14B-4
Standard Description: Muslim scholars translated the writings of Aristotle, Euclid, Ptolemy, and more into Arabic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-14B-5
Standard Description: Muslim scholars also wrote new works that advanced knowledge beyond that of the Greeks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-14B-6
Standard Description: European scholars traveled to places such as Córdoba in search of Greek texts; also impressed and influenced by Muslim thinkers and their texts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-14B-7
Standard Description: European scholars brought texts from the Muslim world to European centers of learning (universities).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14C-1
Standard Description: Europe's economy had begun to grow quickly during the eleventh century. Italian cities, especially the port cities of Venice and Genoa, were among the first to display this new wealth, which came from trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14C-2
Standard Description: Italy comprised of several kingdoms or states; each Italian city had its own government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14C-3
Standard Description: Trade caused more Italian cities to grow. Florence began to produce high-quality woolen fabric, often using wool from English sheep; rise of merchant class

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14C-4
Standard Description: Venetians excelled in trade; dominated ports of eastern and southern Mediterranean Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-14C-5
Standard Description: Florence developed an international trade in woolen cloth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-14C-6
Standard Description: Florentines and other Italian bankers developed international banking networks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-14C-7
Standard Description: Guilds were organizations formed by skilled laborers called artisans. The guilds of Florence were wealthy and influential.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14C
Cluster Name: Trade and Power
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-14C-8
Standard Description: Rome remained capital of the Catholic Church administration; papacy was part of European politics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14D
Cluster Name: The Humanists
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14D-1
Standard Description: Italy was the home of a new movement in literature and learning that transformed European thought.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14D
Cluster Name: The Humanists
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14D-2
Standard Description: Humanists began reading, collecting, and translating ancient Greek texts. Works by Homer, Sophocles, Thucydides, and more became more available to readers across Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14D
Cluster Name: The Humanists
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14D-3
Standard Description: Francis Petrarch (1304–74) was an important early humanist.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14D
Cluster Name: The Humanists
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14D-4
Standard Description: Humanist study of languages extended to Hebrew and, by the late fifteenth century, included new scholarship on the Bible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14E
Cluster Name: New Art and Architecture
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14E-1
Standard Description: The Renaissance is famous for its artistic developments, which were the product of wealth and growth in the Italian cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14E
Cluster Name: New Art and Architecture
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14E-2
Standard Description: Humanists influenced the development of new architectural styles based on ancient buildings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14E
Cluster Name: New Art and Architecture
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14E-3
Standard Description: Painters of this era worked in shops and were members of guilds; learned by working as apprentices to a master painter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14E
Cluster Name: New Art and Architecture
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14E-4
Standard Description: Introduction of perspective in art

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14F-1
Standard Description: Banking made Cosimo de' Medici (1389–1464) the wealthiest and most powerful man in Florence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14F-2
Standard Description: Medici family dominated politics in Florence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14F-3
Standard Description: Cosimo de' Medici (1389–1464) a patron of the arts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14F-4
Standard Description: Lorenzo de' Medici (1449–1492) patron to Sandro Botticelli (1445–1510), Andrea del Verrocchio (1435–88), Michelangelo Buonarotti (1475–1564), and Leonardo da Vinci (1452–1519)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-14F-5
Standard Description: Leonardo da Vinci painted the Last Supper, Mona Lisa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-14F-6
Standard Description: Michelangelo Buonarroti (1475–1564) carved the Pietà and marble statue of David

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14F
Cluster Name: Renaissance Florence
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-14F-7
Standard Description: Niccolò Machiavelli (1469–1527) known for his work the The Prince

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14G
Cluster Name: The Printing Press
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14G-1
Standard Description: Johannes Gutenberg (d. 1468), a German goldsmith by trade, began to print with movable type during the 1440s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14G
Cluster Name: The Printing Press
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14G-2
Standard Description: The new printing process spread quickly to other cities; humanists welcomed the chance to print copies of ancient texts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14G
Cluster Name: The Printing Press
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14G-3
Standard Description: Printing made all types of writing available to more people and enabled writers to profit from book sales.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14H-1
Standard Description: The most famous and influential religious reformer was Martin Luther (1483–1546); challenged the Roman Catholic Church

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14H-2
Standard Description: Luther composed a list of ninety-five disagreements with Church doctrine (ninety-five theses); attached to church door October, 1517

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14H-3
Standard Description: Luther condemned by Catholic Church as a heretic, someone who preaches heresy, in 1521

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14H-4
Standard Description: Luther translated the New Testament into German and wrote works that were printed and widely read.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-14H-5
Standard Description: Some of the princes who ruled areas of the Holy Roman Empire supported Luther's reforms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-14H-6
Standard Description: In the cities of northern Europe, other religious leaders preached reform and sought to change their regional church practices with the help of their local governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14H
Cluster Name: Religious Reformation
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-14H-7
Standard Description: John Calvin (1509–64) was the most important of the next generation of reformers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-14I-1
Standard Description: Era in which European religion was dominated by a single united church was over, allowing dozens of religious beliefs to emerge.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-14I-2
Standard Description: During and after the Reformation, periods of unrest and violence ensued.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-14I-3
Standard Description: Each Christian group often viewed others as heretical

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-14I-4
Standard Description: In order to obtain a divorce, Catholic monarch Henry VIII of England, declared himself head of the Church of England; Protestantism arose in England.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-14I-5
Standard Description: As part of his reforms, Henry VIII dissolved England's monasteries and seized Church land and wealth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-14I-6
Standard Description: Astronomer and physicist, Galileo Galilei (1564–1642), supported theories held by Nicolaus Copernicus (1473–1543); confirming the Sun, not the Earth at the center of Solar System, conflicting with Roman theologians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-14
Unit Name: Renaissance and Reformation
Cluster ID: CKHG-G8-14I
Cluster Name: Politics and Religion
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-14I-7
Standard Description: Roman court condemned Galileo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-15A-1
Standard Description: Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-15A-10
Standard Description: India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-15A-11
Standard Description: Indonesia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-15A-12
Standard Description: Malaysia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-15A-13
Standard Description: Tawain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-15A-14
Standard Description: South America, Brazil

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-15A-15
Standard Description: North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-15A-16
Standard Description: Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-15A-17
Standard Description: Bolivia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-15A-18
Standard Description: Isthmus of Panama

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-15A-19
Standard Description: Atlantic Ocean, Pacific Ocean, Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-15A-2
Standard Description: Portugal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-15A-20
Standard Description: Congo River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKHG-G8-15A-21
Standard Description: Cape of Good Hope

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-15A-3
Standard Description: Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-15A-4
Standard Description: England

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-15A-5
Standard Description: France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-15A-6
Standard Description: The Netherlands

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-15A-7
Standard Description: Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-15A-8
Standard Description: Mozambique, Kenya, Somalia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-15A-9
Standard Description: Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-15B-1
Standard Description: The age of exploration that began in the 1400s is also sometimes called the age of sail.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-15B-10
Standard Description: Columbus landed on an island called Ayti—the root of the modern name Haiti; indigenous people—the Taino; Columbus assumes he is in or near India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-15B-11
Standard Description: Spanish monarchs Ferdinand and Isabella declare sovereignty over lands and resources in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-15B-12
Standard Description: In 1494, Spanish and Portuguese representatives met at the city of Tordesillas in Spain to divide the 'new world' between themselves; the Treaty of Tordesillas declared that everything to the west of a line drawn at the Cape Verde Islands belonged to Spain and everything to the east belonged to Portugal; treaty later amended to make Portugal's claim to Brazil official

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-15B-13
Standard Description: Spanish secure and extend control over further lands in the Americas; enslavement of indigenous peoples; European diseases devastate indigenous populations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-15B-14
Standard Description: First stable settlement on the South American continent, Santa María de la Antigua, established in the Isthmus of Panama by Vasco Núñez de Balboa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-15B-15
Standard Description: Hernán Cortés expedition to Mexico; brutal campaign, defeated the Aztec rulers, conquered capital of Tenochtitlán

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-15B-16
Standard Description: Inca Empire of the Andes invaded and conquered by the Pizarro brothers; Conquistadors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-15B-17
Standard Description: Exploitation of natural resources (silver, gold) in the Americas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-15B-18
Standard Description: Bartolomé de Las Casas denounces abuse of indigenous populations in the Americas by Spanish; King Charles V of Spain enacts the New Laws of the Indies for the Good Treatment and Preservation of Indians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-15B-19
Standard Description: Portuguese explorer, Fernão de Magalhães, or Ferdinand Magellan, led the first expedition (1519–1521) that successfully circumnavigated the globe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-15B-2
Standard Description: New sailing ships (carrack, caravel) and advances in navigational technologies (compass) enabled explorers and traders to cross ever greater distances on the sea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-15B-20
Standard Description: England and France seek a "northwest passage" around the Americas through the Arctic Ocean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKHG-G8-15B-21
Standard Description: English king Henry VII funded expedition (1497) led by Giovanni Caboto, or John Cabot; landed in Newfoundland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: CKHG-G8-15B-22
Standard Description: French funded (1524) Italian explorer Giovanni da Verrazzano sailed to the Americas (Cape Fear, now North Carolina); sailed north along the east coast of continental North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: CKHG-G8-15B-23
Standard Description: French established a colony in North America, Gallia Nova, or New France, in the region that is now Quebec.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: CKHG-G8-15B-24
Standard Description: English established their first successful American colonies in lands they named Virginia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: CKHG-G8-15B-25
Standard Description: English merchants established East India Company; by 1612 the company secured its own rights to trade with India; enslavement of people in East Africa and Indonesia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: CKHG-G8-15B-26
Standard Description: Expansion of Dutch naval power and Dutch East India Company in early 1600s; Dutch established base in Jakarta, Indonesia; expanded control to include modern Taiwan, Malaysia, and provinces in East India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 28.0
Standard ID: CKHG-G8-15B-27
Standard Description: By 1645, the Dutch most powerful trading empire in Southeast Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 29.0
Standard ID: CKHG-G8-15B-28
Standard Description: To secure trading routes, Dutch East India Company turned Cape of Good Hope, in present-day South Africa, into a Dutch colony.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CKHG-G8-15B-29
Standard Description: Overtime, Dutch in South Africa become known as Afrikaners (a South African of Dutch descent who speaks Afrikaans) or Boers (after the Dutch word for farmer)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-15B-3
Standard Description: The Portuguese were some of the most successful early European explorers; Henry the Navigator

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 31.0
Standard ID: CKHG-G8-15B-30
Standard Description: Dutch seek northwest passage; in 1609, the Dutch fund English explorer Henry Hudson to look for such a route; Hudson sails to North America; Hudson River in New York State; surveys modern states of New Jersey, New York, Delaware, Pennsylvania, Maryland, and Connecticut

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 32.0
Standard ID: CKHG-G8-15B-31
Standard Description: After conflict between the Netherlands and England, New Netherland taken over by the English; New Amsterdam, one of the largest and richest settlements of New Netherland, renamed New York

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-15B-4
Standard Description: Portuguese in search of sea route to China; explored coasts of Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-15B-5
Standard Description: Portuguese outposts or colonies in parts of Africa; enslavement of Africans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-15B-6
Standard Description: Bartolomeu Dias, first European to find and pass the Cape of Good Hope, the southern tip of the African continent; his expedition establishes way east to India and Cathay (China) by navigating around Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-15B-7
Standard Description: Vasco da Gama explored East Africa; arrived in Calicut, India, in 1498; Pedro Álvares Cabral follows, opens up trade in India for the Portuguese; aim to gain Portuguese control of all trade in the Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-15B-8
Standard Description: Portuguese claim Brazil in South America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15B
Cluster Name: The Age of Sail
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-15B-9
Standard Description: In search of Eastern sea route, Columbus sails west with three ships in 1492; Niña, the Santa Maria, and the Pinta

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15C
Cluster Name: Transatlantic Slave Trade
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-15C-1
Standard Description: Slave trading and transportation became a major transatlantic activity in the 1600s and 1700s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15C
Cluster Name: Transatlantic Slave Trade
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-15C-2
Standard Description: Region of West Africa where many enslaved people were traded became known as the Slave Coast.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15C
Cluster Name: Transatlantic Slave Trade
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-15C-3
Standard Description: Demand for enslaved labor grew due to the rise of profitable plantation crops in the Americas; Europeans began to lead raids deeper into Africa to find and capture people who could be enslaved and sold.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15C
Cluster Name: Transatlantic Slave Trade
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-15C-4
Standard Description: Over centuries, the slave trade was active; many millions of Africans were taken on what was called the Middle Passage from Africa to the Americas and the Caribbean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15C
Cluster Name: Transatlantic Slave Trade
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-15C-5
Standard Description: Transatlantic trade in people and goods referred to as triangular trade; consisted of three directions of movement:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-15
Unit Name: Exploration, Trade, and Settlement
Cluster ID: CKHG-G8-15C
Cluster Name: Transatlantic Slave Trade
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-15C-5+1
Standard Description: Europeans took goods such as weapons, alcohol, and clothes to Africa; goods exchanged for enslaved people; enslaved people taken to colonies in the Americas; goods produced by enslaved labor on colonial plantations taken back to Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-16A-1
Standard Description: Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-16B-1
Standard Description: 1500s and 1600s see dramatic changes in European politics as governments throughout Europe became more bureaucratic and more centralized

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-16B-10
Standard Description: Francis Bacon, René Descartes, John Locke, Jean-Jacques Rousseau some of the influencers of the European Enlightenment (Bacon's life preceded the Enlightenment by several decades, but his writings served as one of its primary intellectual sources).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-16B-11
Standard Description: Isaac Newton reformulated the scientific method; provides first coherent theory of the entire physical universe; matter infused with active forces; gravity produces all the motion in the universe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-16B-2
Standard Description: Europeans experiencing a breakdown of their traditional views of the universe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-16B-3
Standard Description: Dutch astronomer Tycho Brahe and German astronomer Johannes Kepler further support Nicolaus Copernicus's theories with more proof of this emerging sun-centered worldview.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-16B-4
Standard Description: In 1609, Galileo's telescope powerful enough to see that the moon is not a perfect sphere or a luminous object; reveals Moon has shadows, indicating valleys and mountains, just like on Earth; Jupiter has its own moons, similar to Earth's

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-16B-5
Standard Description: Scientific Revolution did not just look upward to the stars, it also looked inward, at the human body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-16B-6
Standard Description: William Harvey develops own theory of circulation of the blood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-16B-7
Standard Description: Antoine-Laurent Lavoisier discovered the role of oxygen in the respiration (breathing) system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-16B-8
Standard Description: Ambroise Paré improved the treatment of wounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-16B-9
Standard Description: Antonie van Leeuwenhoek created his own microscope, which he used to observe and describe bacteria.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16C
Cluster Name: The European Enlightenment
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-16C-1
Standard Description: The Enlightenment was an intellectual movement centered in Europe and its colonies during the 1700s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16C
Cluster Name: The European Enlightenment
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-16C-2
Standard Description: Human institutions, including forms of government, came under increased scrutiny and analysis during the Enlightenment (Thomas Hobbes believed humans needed strong government; John Locke believed humans had right to create and direct governments; natural rights).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16C
Cluster Name: The European Enlightenment
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-16C-3
Standard Description: Human nature increasingly the focus of scientific-like inquiry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16C
Cluster Name: The European Enlightenment
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-16C-4
Standard Description: Emergence of the French philosophes, a group of thinkers and writers increasingly critical of the existing social, political, and cultural orders in France; the group included Voltaire, Denis Diderot, Baron de Montesquieu, and Jean-Jacques Rousseau

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-16
Unit Name: The Scientific Revolution and the Enlightenment
Cluster ID: CKHG-G8-16C
Cluster Name: The European Enlightenment
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-16C-5
Standard Description: Influence of the Enlightenment on form and structure of new government in the United States of America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17A-1
Standard Description: Europe (France, Spain, England)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17A-2
Standard Description: Caribbean (Haiti)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17A-3
Standard Description: North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17A-4
Standard Description: Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17A-5
Standard Description: Central America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17A-6
Standard Description: South America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17B-1
Standard Description: The 1700s and 1800s launched a wave of change across Europe and the Americas. Some changes were political and social and included revolution. These political and social revolutions were accompanied by a revolution in technology and industry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17C-1
Standard Description: The ideals of the American Revolution gained traction in France.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-17C-10
Standard Description: King Louis XVI agrees to call the Estates- General in 1789; representatives of the three estates meet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-17C-11
Standard Description: Declaration of formation of a National Assembly

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-17C-12
Standard Description: Members of the National Assembly force the king and the other two estates to recognize its authority.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-17C-13
Standard Description: Louis XVI plans to send his troops to dissolve the National Assembly; the people of Paris revolt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-17C-14
Standard Description: On July 14, 1789, a crowd of angry Parisians capture a fortified prison in the city, called the Bastille.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-17C-15
Standard Description: Across France peasants rise up against economic hardships and their landlords.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-17C-16
Standard Description: National Assembly issues sweeping range of reforms; end of the old order; Declaration of the Rights of Man and of the Citizen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-17C-17
Standard Description: Marquis de Lafayette elected to lead a new armed force, the National Guard

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-17C-18
Standard Description: Crowd, led by women, march to the Palace of Versailles on October 5, 1789; force the king and his family back to Paris

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-17C-19
Standard Description: Louis XVI attempts to escape in June, 1791.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17C-2
Standard Description: The Marquis de Lafayette (1757–1834), a member of the French royal court, pressed for the abolition, or end, of the slave trade, for toleration of different religious beliefs, and for France to become a constitutional monarchy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-17C-20
Standard Description: In 1792, Louis XVI put under arrest by the citizens of Paris; the National Assembly declares that France is a republic and no longer a monarchy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKHG-G8-17C-21
Standard Description: From 1792 to 1795, France governed by a new body, the National Convention

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: CKHG-G8-17C-22
Standard Description: Louis XVI accused of treason; tried, and sentenced to death by the National Convention

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: CKHG-G8-17C-23
Standard Description: Louis XVI and his wife, Marie Antoinette, both executed by guillotine in 1793

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: CKHG-G8-17C-24
Standard Description: Radical revolutionaries, including Robespierre (1758-94) embark on ambitious economic and social measures; heavy taxes on the rich; price controls; universal education

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: CKHG-G8-17C-25
Standard Description: Coalition of British, Prussian, and Austrian forces repeatedly defeat French forces in European wars.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: CKHG-G8-17C-26
Standard Description: New body, the Committee of Public Safety, founded in 1793 to organize the war effort and to defeat internal opposition to the Revolution; people accused of opposing the revolution tried and executed; Reign of Terror

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 28.0
Standard ID: CKHG-G8-17C-27
Standard Description: Creation of a vast army of more than a million soldiers committed to defending France and defeating its enemies; Napoleon Bonaparte

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17C-3
Standard Description: Influence in France of Thomas Paine's publications Common Sense and Rights of Man

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17C-4
Standard Description: Louis XVI (1754–93) the king of France during the French Revolution; Louis's family, the House of Bourbon, had ruled France since 1589

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17C-5
Standard Description: Louis was the ruler of the old order—l'ancien regime in French; he was the last king of the old order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17C-6
Standard Description: The French population was divided into three "estates," levels determined by status, wealth, and power; the majority of France's population made up the third estate, but lacked power and representation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-17C-7
Standard Description: France's population roughly doubled in size from the 1300s, from about twelve million people after the Black Death to about twenty-six million people just before the Revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-17C-8
Standard Description: Growing class of merchants, artisans, bankers, and others who lived in French towns and cities, known as the bourgeoisie; educated, wealthy, and attracted to the ideas of the Enlightenment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17C
Cluster Name: Origin of the French Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-17C-9
Standard Description: In need of revenue, Louis XVI and his government attempt to tax his subjects from the first and second estates (the 'notables') who had previously been exempt from taxation; the notables refuse

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17D-1
Standard Description: Napoleon Bonaparte (1769–1821) initially a strong supporter and defender of the Revolution; leads French armies to defeat attempt to reinstate a monarch

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17D-2
Standard Description: Napoleon given command of armies fighting the Austrians and their allies; in 1796 and 1797, he forces Austrians to surrender

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17D-3
Standard Description: In 1799, Napoleon seizes control of the government; assumes full control over France as a dictator; in 1804, Napoleon declared emperor of France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17D-4
Standard Description: Between 1804 and 1814, Napoleon's French Empire involved in wars against Britain, Prussia, Portugal, and Spain; failed military effort in Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17D-5
Standard Description: On April 6, 1814, Napoleon gave up rule as emperor; enters into exile on the island of Elba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17D-6
Standard Description: On March 1, 1815, Napoleon returns to France; takes control of the nation and its armies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17D
Cluster Name: Napoleon Bonaparte
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-17D-7
Standard Description: A combined army of British and Prussian troops fight French troops at Waterloo, in Belgium, on June 18, 1815; Napoleon defeated and removed from power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17E-1
Standard Description: In 1791, Haiti (western part of the island, Saint-Dominique) controlled by France

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-17E-10
Standard Description: Toussaint makes a deal with the French; he becomes lieutenant-governor of Saint-Domingue; slavery abolished in exchange for an end to the rebellion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-17E-11
Standard Description: Agreement with Saint-Domingue broken by Napoleon Bonaparte; he tries to restore total French control between 1801 and 1803

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-17E-12
Standard Description: Toussaint imprisoned by the French; died in 1803

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-17E-13
Standard Description: France eventually defeated; the nation of Haiti established in 1804

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-17E-14
Standard Description: France demands that the former colony pay 150 million francs in exchange for its independence—roughly 21 billion dollars in modern currency

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17E-2
Standard Description: Previously colonized by Spain (Hispaniola); under the Spanish, thousands of enslaved Africans and indigenous people forced to work in gold mines

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17E-3
Standard Description: Saint-Domingue society based on classifying people by color and race

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17E-4
Standard Description: Enslaved people have no rights; people of mixed heritage called affranchise

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17E-5
Standard Description: In 1791, following the overthrow of the French king, the new French government extends citizenship rights to some affranchise; ruling classes of Saint-Domingue ignore this order; large number of enslaved people revolt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17E-6
Standard Description: French government sends official to restore order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-17E-7
Standard Description: In 1794, French government agree to abolish slavery; rebelling enslaved population want independence; revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-17E-8
Standard Description: Toussaint L'Ouverture (1743–1803) becomes leader of the revolutionaries; several victories over the French

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17E
Cluster Name: Haitian Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-17E-9
Standard Description: By 1794, rebels supported by British and the Spanish on the eastern half of the island (which today is the Dominican Republic)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17F-1
Standard Description: Beginning of the 1800s, independence movements sweep through the Spanish Empire in the Americas; events in Europe in the 1800s trigger revolutionary movements in the Americas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17F-2
Standard Description: Between 1808 and 1826, Spain loses control of all its possessions except Cuba and Puerto Rico.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17F-3
Standard Description: Brazil becomes independent of Portugal in 1822 with Dom Pedro (1798–1834) as its first emperor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17F-4
Standard Description: Simón Bolívar (1783–1830), known as EL Libertador (the Liberator), and José de San Martín (1778–1850), successful leaders of the revolutions against Spanish rule

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17F-5
Standard Description: San Martín helped Argentina, Chile, and Peru achieve independence by 1821.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17F-6
Standard Description: Between 1817 and 1819, Bolívar took control of the colony of New Granada, which was renamed Gran Colombia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17F
Cluster Name: Independence Movements in Latin America
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-17F-7
Standard Description: Bolívar dreamed of a large, independent state, but by 1830, Gran Colombia had fractured into smaller nations: Venezuela, Ecuador, Colombia, and Panama

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17G-1
Standard Description: Mexico was known as New Spain under Spanish rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-17G-10
Standard Description: Santa Anna removed from power in Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-17G-11
Standard Description: The United States declares war on Mexico.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-17G-12
Standard Description: Benito Juárez rises to the forefront of Mexican politics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-17G-13
Standard Description: A new constitution put in place in Mexico in 1857, creating a representative democratic republic with a strong executive

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-17G-14
Standard Description: The Church and other conservatives oppose the new constitution; civil war breaks out.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-17G-15
Standard Description: Benito Juárez becomes president; United States supports Juárez.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-17G-16
Standard Description: Juárez reelected in 1867 and 1871; political reform

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-17G-17
Standard Description: In 1876, Porfirio Díaz becomes president of Mexico, beginning a thirty-five-year career of government domination; reinstates the power of the Church in Mexican affairs; economic reforms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-17G-18
Standard Description: The elite once again dominate in political and economic power; opposition to Díaz grows.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17G-2
Standard Description: The push for Mexican independence was driven by political developments in Spain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17G-3
Standard Description: New Mexican Empire became independent on August 24, 1821; lasts for two years

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17G-4
Standard Description: Mexican revolutionaries such as, Antonio López de Santa Anna (1794–1876), believe Mexico should become a republic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17G-5
Standard Description: Mexico adopts a new republican constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17G-6
Standard Description: Two factions compete to control the direction of the country: Centralists, who want a strong government and support the Catholic religion as central to Mexico's identity; Federalists, who want Mexican states to have the power to rule themselves

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-17G-7
Standard Description: Santa Anna becomes president of Mexico for the first time in 1833.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-17G-8
Standard Description: Texas declared its independence from Mexico in 1835.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17G
Cluster Name: Mexico
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-17G-9
Standard Description: In 1836, Santa Anna leads a large army into Texas; he is defeated by smaller Texan forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17H
Cluster Name: The Mexican Revolution and Continuing Conflict
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17H-1
Standard Description: In 1910, Francisco Madero campaigns for the presidency against Díaz; Madero arrested and jailed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17H
Cluster Name: The Mexican Revolution and Continuing Conflict
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17H-2
Standard Description: Pancho Villa and Emiliano Zapata lead revolutionary forces, eventually removing Díaz from power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17H
Cluster Name: The Mexican Revolution and Continuing Conflict
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17H-3
Standard Description: Madero named president; US opposes Madero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17H
Cluster Name: The Mexican Revolution and Continuing Conflict
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17H-4
Standard Description: Madero overthrown when revolutionaries, including Villa, Zapata, and Venustiano Carranza, continue armed resistance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17H
Cluster Name: The Mexican Revolution and Continuing Conflict
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17H-5
Standard Description: Civil war continues until 1917; Carranza becomes president and oversees the rewriting of the constitution, making the president a dictator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17H
Cluster Name: The Mexican Revolution and Continuing Conflict
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17H-6
Standard Description: Violence continues until 1920, when Carranza is overthrown; order and constitutional government restored under the presidency of Lázaro Cárdenas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-17I-1
Standard Description: By the 1700s, new crops, techniques, and technologies were widely used to feed Europe's population; new technologies improve the food supply.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-17I-10
Standard Description: Establishment of the factory system and subsequent urbanization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-17I-11
Standard Description: Rise of capitalism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-17I-12
Standard Description: Scottish Enlightenment philosopher and political economist Adam Smith (1723–90), one of the first theorists to describe the way free markets work; An Inquiry into the Nature and Causes of the Wealth of Nations (1776)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-17I-13
Standard Description: This revolutionary period led to transformation of much of the world's political, social, and economic systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-17I-2
Standard Description: The new crops included staple goods like potatoes and corn from the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-17I-3
Standard Description: In Europe, older ways of organizing and owning land transformed by the process of enclosure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-17I-4
Standard Description: Enclosure increased the power and wealth of landlords and limited that of peasants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-17I-5
Standard Description: Improvements in both agriculture and industry were linked to developments in science and technology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-17I-6
Standard Description: Discoveries and inventions were applied to many different areas of economic activity—mining, production of goods, farming, and transport—by people who were focused on profit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-17I-7
Standard Description: The Industrial Revolution brought new means of generating power, such as the steam engine; Scottish engineer James Watt (1736–1819)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-17I-8
Standard Description: Industrialization was the process of applying new technologies and processes to make the production of goods more efficient and maximize profits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-17
Unit Name: Political and Industrial Revolutions
Cluster ID: CKHG-G8-17I
Cluster Name: Revolutions in Industry, Agriculture, and New Technology: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-17I-9
Standard Description: In the 1700s, several inventions and innovations were applied to the wool-and-cloth-making industry to make it more efficient and maximize profits; Spinning Jenny invented by English inventor James Hargreaves (1721–78); American inventor, Eli Whitney (1765–1825), creates the cotton gin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18A-1
Standard Description: Europe (France, Belgium, Italy, Austria, Germany, Great Britain, Hungary, Serbia, Bulgaria, Montenegro, Greece, Russia)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-18A-10
Standard Description: Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-18A-11
Standard Description: Mediterranean Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18A-2
Standard Description: Turkey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18A-3
Standard Description: India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18A-4
Standard Description: Africa (Egypt, South Africa, Algeria, Democratic Republic of Congo)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18A-5
Standard Description: Southeast Asia (Cambodia, Laos, Vietnam)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18A-6
Standard Description: Asia/East Asia (China, Japan, Korea)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18A-7
Standard Description: North America (California, Hawaii)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18A-8
Standard Description: Atlantic Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-18A-9
Standard Description: Pacific Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18B-1
Standard Description: Nations built empires and engaged in imperialism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18B-2
Standard Description: Imperialism also driven by competition between rival nations and the rise of nationalism globally

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18B-3
Standard Description: The drive for expansion of empire grew along with the Industrial Revolution and the need for raw materials such as rubber, timber, cotton, gold, diamonds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18B-4
Standard Description: Countries that controlled trade routes could ensure they had buyers for their goods, both at home and in the lands they controlled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18B-5
Standard Description: New methods of transportation, weapons, and communication changed how Europe interacted with other parts of the globe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18B-6
Standard Description: Religion played a role in this era of imperialism; Christian missionaries from Britain, France, Belgium, and the United States traveled throughout Africa and Asia with the aim of converting people to Christianity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18B-7
Standard Description: In Japan, nationalism grew among those who wanted Japan to industrialize and build its own empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18C-1
Standard Description: Britain had the largest and richest empire in the world during the 1800s and well into the 1900s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18C-2
Standard Description: The British Empire was at the height of its power during the reign of Queen Victoria, which lasted sixty-three years, from 1837 to 1901; during this time India, South Africa, Hong Kong, Egypt, and large parts of West and East Africa were added to the British Empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18C-3
Standard Description: India most economically important part of the British Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18C-4
Standard Description: In 1857, people in India rebel against British attempt to expand control of India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18C-5
Standard Description: Rebellion fails and British government take direct control of India; established the Raj

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18C-6
Standard Description: The Raj was responsible for collecting taxes, enforcing laws, and ensuring that British rules about trade and agriculture were followed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18C-7
Standard Description: British traders and business owners founded plantations in India to grow tea, indigo, and cotton; large areas of land no longer available to Indian population to grow crops; famine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18C
Cluster Name: British Rule in India
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18C-8
Standard Description: The Raj created considerable wealth for Britain; wealth not shared by most Indians; construction of thousands of miles of railroad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18D-1
Standard Description: David Livingstone traveled back and forth across Africa; believed that by spreading Christianity, finding trade routes, he could help abolish slavery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18D-2
Standard Description: In 1869, journalist Henry Stanley went into Central Africa in search of Livingstone. Two years later, Stanley found Livingstone; "Dr. Livingstone, I presume?"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18D-3
Standard Description: In 1869 the Suez Canal, constructed and controlled by the British and French, was opened in Egypt; enabled ships to sail from the Mediterranean Sea to the Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18D-4
Standard Description: Civil unrest in Egypt led by nationalists leads to new nationalist Egyptian government; British forces attack Egypt and force revolutionaries out of power; Britain takes direct control of Suez Canal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18D-5
Standard Description: French invasion of Algeria begins a lengthy, violent conquest; France encourages Europeans to move to Algeria; French citizens have more rights than native Algerians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18D-6
Standard Description: First permanent European settlement in South Africa created by the Dutch East India Company in 1682; Dutch settlers known as Boers; soon joined by British settlers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18D-7
Standard Description: Diamonds were discovered in South Africa in 1867 and gold in 1886; gold deposits in area largely controlled by Boers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18D
Cluster Name: Europeans in Africa
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18D-8
Standard Description: South African War (1899–1902), also known as the Anglo-Boer War, developed out of the competition for South Africa's resources; British responded with harsh new tactics; burned the farmland of Boer settlers and put civilians into concentration camps

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18E
Cluster Name: Berlin Conference
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18E-1
Standard Description: In 1884, Germany hosted the Berlin Conference; conference designed to allow imperialist nations to decide how to divide Africa among themselves; no African nations invited to the conference

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18E
Cluster Name: Berlin Conference
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18E-2
Standard Description: Before the Berlin Conference, 80 percent of Africa was controlled by Africans; after the Berlin Conference, European powers expand their control

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18E
Cluster Name: Berlin Conference
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18E-3
Standard Description: European nations divided Africa into units that were easy for colonial governments to control; units often ignored the boundaries and divisions set by the African populations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18E
Cluster Name: Berlin Conference
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18E-4
Standard Description: King Leopold II of Belgium created the Congo Free State in 1885 and turned it into a personal possession; Leopold's rule brutalized the people of the Congo; resources of rubber and ivory were extracted using forced labor by the Congolese under Belgian direction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18F
Cluster Name: Italy Becomes a Nation
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18F-1
Standard Description: The modern nation of Italy was created in the middle of the nineteenth century as a result of the desire for unification.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18F
Cluster Name: Italy Becomes a Nation
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18F-2
Standard Description: In 1860, an Italian nationalist named Giuseppe Garibaldi (1807–82) led an army of Italian nationalists, the Thousand, on a march to Sicily; the Thousand conquered Sicily and marched on Naples; efforts of Garibaldi unified most of Italy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18F
Cluster Name: Italy Becomes a Nation
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18F-3
Standard Description: Nationalist leaders elected a new parliament; made Victor Emmanuel II the first king of modern Italy in 1861

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18F
Cluster Name: Italy Becomes a Nation
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18F-4
Standard Description: Between 1866 and 1870, Rome and Venice were added to the new Italian nation; Rome was made the nation's capital shortly afterward.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18G-1
Standard Description: The modern nation of Germany was created in the late 1800s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18G-2
Standard Description: The German Empire was formally established on January 18, 1871.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18G-3
Standard Description: Unifying the states into one German nation was the goal of the Prussian prime minister, Otto von Bismarck (1815–98).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18G-4
Standard Description: To weaken France, Bismarck secretly formed the Triple Alliance with Austria-Hungary and Italy in 1882; the three nations pledged to help each other if invaded by France; Bismarck also reached agreements with Russian and Britain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18G-5
Standard Description: Though Bismarck shaped German foreign policy, the German Empire was ruled by an unelected emperor, called the Kaiser; in 1888, a new emperor named Wilhelm II came to the throne.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18G-6
Standard Description: German social problems, desire for more democracy, leads to removal of Bismarck from power; change in Germany's alliances

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18G-7
Standard Description: Wilhelm II does not renew the treaty with Russia; France and Russia create a military alliance in 1894

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18G-8
Standard Description: Wilhelm expands German colonial aims and German navy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18G
Cluster Name: German Unification, the Triple Alliance, and the Triple Entente
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-18G-9
Standard Description: In 1907, Britain, France, and Russia form a new pact called the Triple Entente; the major powers in Europe now divided into two sides; the Triple Entente united Britain, France, and Russia; the Triple Alliance bound together Germany, Austria-Hungary, and Italy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18H-1
Standard Description: In 1853, American naval officer, Commodore Matthew Perry, sailed to Japan to open diplomatic relations with the nation; Perry claimed two of Japan's southern islands for the United States; he sailed four warships into Tokyo Bay; presented a letter and gifts to the government of Japan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18H-2
Standard Description: Japanese government made new arrangements that opened Japan's ports to American naval and trading ships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18H-3
Standard Description: Having annexed California and Hawaii, the United States wanted to increase trade with Asia; wanted access to Japan in order to refuel and repair their ships after long voyages across the Pacific Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18H-4
Standard Description: The opening of Japan to European and American trade motivated Japan to industrialize its economy and modernize its military.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18H-5
Standard Description: In the late 1800s, Japan began building its empire in Asia, starting with with Korea, an important ally of China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18H-6
Standard Description: In 1875, Japan forced Korea to open its borders to Japanese trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18H-7
Standard Description: Between 1894 and 1895, Japan and China are at war; Japan's modern military defeated the large Chinese army; China forced to give Korea its independence and offer special trade privileges to Japan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18H-8
Standard Description: Russian treaty with China, promising to defend China's independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18H
Cluster Name: The Opening of Japan and the Russo-Japanese War
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-18H-9
Standard Description: In 1904, Japan attacked a Russian warship, starting the Russo-Japanese War; Russian naval fleet largely destroyed by Japanese navy; both sides sign a peace treaty to end the fighting in 1905; the Russo-Japanese War marked the first time in modern history that an Asian nation defeated a European nation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18I-1
Standard Description: In the late 1800s, Britain pressured the Qing dynasty for more access to China's economy; the British used trade in an addictive drug, opium, to force open trade with China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-18I-10
Standard Description: Boxer rebels overwhelmed by foreign troops; peace treaty signed in 1901

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-18I-11
Standard Description: Revolutionary Alliance takes shape outside of China; led by Sun Yat-sen (1866–1925); Sun leads unsuccessful revolts in south of China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-18I-12
Standard Description: In 1908, the Qing rulers, Empress Cixi and Emperor Guangxu, died; control of the country was passed to three-year-old Emperor Puyi; Revolutionary Alliance continues to attack Qing government; in 1911 forces Qing dynasty to adopt a constitution; Emperor Puyi abdicates; Sun elected leader of new Republic of China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18I-2
Standard Description: The opium trade increased dramatically in the 1820s after Britain took control of some Chinese ports by military force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18I-3
Standard Description: In 1839, Chinese officials destroyed a warehouse full of opium belonging to a British trader; the British reacted with force; this began the First Opium War; at end of war Britain has gained more control over China; gained control over Hong Kong

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18I-4
Standard Description: In control of Chinese ports, Britain opened them to American, French, German, and Japanese trade ships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18I-5
Standard Description: China gave Christian missionaries access to the nation's interior

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18I-6
Standard Description: The Taiping Rebellion takes place between 1850 to 1864; rebels motivated by hunger and China's economic problems, and religion; rebellion eventually defeated with help from British and American military leaders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18I-7
Standard Description: Russia claims land in the north of China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18I-8
Standard Description: Second Opium War launched in 1856; Britain gains even more power in China; opium becomes legal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18I
Cluster Name: Opium Wars and Revolt in China
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-18I-9
Standard Description: Boxer rebellion began in in 1899; leaders aimed to remove foreigners from China and preserve Chinese culture; opposed Christian missionaries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18J
Cluster Name: French Indochina
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18J-1
Standard Description: The present-day Southeast Asian countries of Cambodia, Laos, and Vietnam were once called Indochina.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18J
Cluster Name: French Indochina
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18J-2
Standard Description: France took control of Indochina between 1858 and 1893.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18J
Cluster Name: French Indochina
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18J-3
Standard Description: Society during period of French rule in Indochina dominated by the French and small class of wealthy people; in Vietnam, land was primarily owned by French landlords

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18J
Cluster Name: French Indochina
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18J-4
Standard Description: Nationalist movements grew in Vietnam in the late 1800s; in 1908, Vietnamese citizens protested taxes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18J
Cluster Name: French Indochina
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18J-5
Standard Description: French control of Vietnam did not end until 1954.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18K
Cluster Name: Ottomans on the Decline
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18K-1
Standard Description: At its height, the Ottoman Empire spanned eastern Europe, North Africa, and Southwest Asia; the empire's center was present-day Turkey.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18K
Cluster Name: Ottomans on the Decline
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18K-2
Standard Description: In the 1800s, the Ottoman Empire was not as industrialized as its European neighbors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18K
Cluster Name: Ottomans on the Decline
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18K-3
Standard Description: By the second half of the 1800s, Ottoman empire in debt to European powers; by the late 1800s, the Ottomans defaulted on their loans; loss of territory in eastern Europe to nationalist uprisings; Britain and other European nations took control of a large portion of the Ottoman financial system in 1881

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18K
Cluster Name: Ottomans on the Decline
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18K-4
Standard Description: Ottoman ruler Sultan Abdulhamid II (1842–1918) ruled from 1876 to 1909; he attempted modernization and reorganization of government; in 1908 Young Turks stage a revolt; demand a new constitution and more reforms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18K
Cluster Name: Ottomans on the Decline
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18K-5
Standard Description: Ottoman empire loses territory in North Africa to Italy in 1912; between 1912 and 1913, an alliance of Serbia, Bulgaria, Montenegro, and Greece removed the Ottomans from the Balkans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18L-1
Standard Description: Tensions in the Balkans, located in southern Europe, led to the outbreak of the First World War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-18L-10
Standard Description: Germany declared the waters around Britain to be a war zone; threatened to sink any ships that entered British waters; September 1915, German submarine fired torpedoes to sink the American passenger ship Lusitania, killing more than 1,200 people, including around 120 Americans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-18L-11
Standard Description: In 1916, Germany and Allied troops from France and Britain fought at the Battle of the Somme in France, one of the deadliest battles of the war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-18L-12
Standard Description: In 1917, the United States entered the war, fighting on the side of the Allied Forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-18L-13
Standard Description: In 1917, Russian armed forces revolt and bring down the Czar of Russia and his government; second revolution in Russia occurs, resulting in Russia leaving the war

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-18L-14
Standard Description: Central Powers move troops to the Western Front; Allied Forces reinforced by American troops

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-18L-15
Standard Description: In July 1918, Germans began their final attack of the war in the Second Battle of the Marne.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-18L-16
Standard Description: On November 11, 1918, the war officially ended with an armistice agreement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-18L-17
Standard Description: World War I was fought on land, sea, and in the air; when war declared, Britain had largest navy in the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-18L-18
Standard Description: At the time, World War I (the Great War) was the largest and deadliest war ever fought; lasted from 1914 to 1918; sixteen million soldiers and civilians killed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-18L-19
Standard Description: Treaty of Versailles, an agreement between the Allied Powers and Germany, officially ended World War I; treaty weakened and punished Germany; Germany forced to accept treaty terms on June 28, 1919; unable to pay vast reparations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18L-2
Standard Description: Tension over whether Serbs living inside Austria-Hungary would become part of the neighboring small Serbian state; Austria-Hungary's ruler opposed this; sent Archduke Franz Ferdinand, heir of Austria-Hungary, to Sarajevo, Bosnia, to attend a military parade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-18L-20
Standard Description: Full force of industrial economies used to supply massive armies; science, engineering, new technologies, modern weaponry used by both sides; Germany the first to use poison gas; British used a new armored vehicle called a tank

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18L-3
Standard Description: On June 28, 1914, Serbian nationalist, Gavrilo Princip, shot and killed the archduke and his wife.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18L-4
Standard Description: On July 28, 1914, Austria-Hungary declared war on Serbia; sets off chain of alliances; Allied Powers fight against Central Powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18L-5
Standard Description: Germany invaded Belgium and marched to within 30 miles of Paris; eventually halted at Marne River by French and British soldiers; the First Battle of the Marne marked the beginning of trench warfare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18L-6
Standard Description: Central Powers fought a two-front war; Eastern Front and Western Front

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18L-7
Standard Description: In October 1914, Ottoman Empire joined the Central Powers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18L-8
Standard Description: In 1915, Allied Forces engaged in sea and land assault on Ottoman controlled Gallipoli

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18L
Cluster Name: World War I (1914–1918)
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-18L-9
Standard Description: In 1915, Italy agreed to join the Allies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-18M-1
Standard Description: At the beginning of World War I, Russia not as industrialized as other powerful nations in Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-18M-10
Standard Description: Lenin and the Bolsheviks turned the Russian Empire into the Union of Soviet Socialist Republics (USSR).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-18M-11
Standard Description: The USSR became the world's first communist nation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-18M-12
Standard Description: Lenin's government made a peace deal with Germany in 1918; the Treaty of Brest-Litovsk

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-18M-13
Standard Description: Supporters of the czar, the Whites, take up arms; Bolsheviks form the Red Army; Russian Civil War (1918–20) resulted in victory for the Bolsheviks; Czar Nicholas, his wife, and their five children executed by the Bolsheviks in July, 1918; millions of Russians died in the Civil War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-18M-2
Standard Description: Russia suffered more military deaths in World War I than any other nation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-18M-3
Standard Description: The Russian revolution began because of strikes in the city of Petrograd, (St. Petersburg), and a march led by women on International Women's Day; Russians were hungry and tired of the war; Soldiers in the city refused to oppose the striking workers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-18M-4
Standard Description: Bands of workers and soldiers formed self-governing groups called soviets; the soviet in Petrograd took over the city

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-18M-5
Standard Description: Czar Nicholas II removed; new Provisional Government organized to rule Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-18M-6
Standard Description: Government's new leader, Aleksandr Kerensky (1881–1970), wrote new laws, including ones that protected freedom of speech and equal rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-18M-7
Standard Description: Riots of hungry workers break out; discontent sparks Bolshevik Revolution on November 6 and 7, 1917.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-18M-8
Standard Description: The Bolsheviks were a revolutionary communist party; Bolshevik leader, Vladmir Lenin (1870–1924), aimed to overthrow the czar's regime.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-18
Unit Name: A World At War
Cluster ID: CKHG-G8-18M
Cluster Name: The Russian Revolution
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-18M-9
Standard Description: Bolsheviks believed in a communist society in which private property is abolished; all people work together to meet society's needs; Bolsheviks overthrow Provisional Government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19A-1
Standard Description: Europe (France, Belgium, Italy, Austria, Germany, Spain, Great Britain, Lithuania, Estonia, Poland, Czech Republic, Finland, Denmark, Norway, Greece, Russia)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-19A-10
Standard Description: Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-19A-11
Standard Description: Mediterranean Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19A-2
Standard Description: India

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19A-3
Standard Description: Pakistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19A-4
Standard Description: Africa (Ethiopia, Algeria, Egypt, North Africa)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19A-5
Standard Description: Southeast Asia (Philippines)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-19A-6
Standard Description: Asia/East Asia (China, Japan, Korea)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-19A-7
Standard Description: North America (California, Hawaii)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-19A-8
Standard Description: Atlantic Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-19A-9
Standard Description: Pacific Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19B-1
Standard Description: World War II (1939–45) was the largest and most destructive conflict in history. Fifty million people died during the war; millions of others were wounded or driven from their homes. Two opposing factions battled around the world for global supremacy. Great Britain and France led the Allied Powers until 1941, when they were joined by the Soviet Union and the United States. The Axis Powers were led by Germany, Italy, and Japan. The stakes of World War II were huge. The very existence of free, tolerant, and democratic nations was threatened, as were the lives of millions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19C-1
Standard Description: Origins of World War II rooted in the ending of World War I; emperor of Germany, Kaiser Wilhelm II, forced to step down as the German leader on November 9, 1918

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-19C-10
Standard Description: Hitler elected to the parliament of the Weimar Republic, the Reichstag, in 1932

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-19C-11
Standard Description: U.S. stock market crashed in October 1929; resulting global economic depression hit Germany hard; U.S. government demanded money owed by Germany be repaid; German banks failed and economy crumbled

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-19C-12
Standard Description: In 1933, Hitler named chancellor of the Weimar Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-19C-13
Standard Description: Hitler put the constitution of the Weimar Republic on hold; stripped citizens of their legal rights; proclaimed Germany to be the Third Reich; took direct control of education, the economy, and the legal system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-19C-14
Standard Description: Hitler proclaimed himself Führer (leader) of Germany in 1934.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-19C-15
Standard Description: Hitler's government used a mixture of laws and direct intimidation and violence to attack Jewish people and strip them of their rights and property.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-19C-16
Standard Description: November 9–10, 1938, Kristallnacht

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19C-2
Standard Description: People of Germany proclaimed a new, democratic republic—the Weimar Republic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19C-3
Standard Description: German economy battered by World War I; new republic owed 132 billion marks to the Allies for damages; Germany's inability to pay caused political and economic crisis; hyperinflation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19C-4
Standard Description: Economic and political crises prompted people to take extreme political options.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19C-5
Standard Description: Far-right leader, Adolf Hitler (1889–1945) joined the German Worker's Party in 1919; party name changed to the National Socialist German Worker's Party; became known as Nazis; by 1921, Hitler leader of Nazis; saw real Socialists as enemies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-19C-6
Standard Description: Hitler and followers tried to seize control of the government of Bavaria; Hitler arrested, tried, and jailed for nine months; in jail Hitler writes Mein Kampf, or My Struggle; described his hatred of Jewish people; outlined the destiny of the "master race"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-19C-7
Standard Description: Hitler wanted to reunite Germany with territories it had lost and with other German-speaking nations; wanted Germany to expand eastward; called for Lebensraum, a country for "pure" Germans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-19C-8
Standard Description: Hitler wanted to remove multiple groups from Germany, including Jews, Roma, people with disabilities, communists, and anyone considered the enemy of the state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19C
Cluster Name: Crisis in Weimar
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-19C-9
Standard Description: The ideology of fascism, which Hitler followed, promotes the supremacy of the nation-state and its primary ethnic group above all else.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19D
Cluster Name: Italy
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19D-1
Standard Description: Benito Mussolini (1853–1945) ruled Italy from 1922 until 1943; authoritarian dictatorship; political ideology of Fascism established in Italy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19D
Cluster Name: Italy
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19D-2
Standard Description: Armed gangs of Fascists, called Blackshirts, maintained order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19D
Cluster Name: Italy
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19D-3
Standard Description: Mussolini's government shared several Nazi ideals; hatred of democracy; belief in strong nationalism; used propaganda and education to promote ideology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19D
Cluster Name: Italy
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19D-4
Standard Description: Italy invaded the African nation of Ethiopia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19D
Cluster Name: Italy
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19D-5
Standard Description: In 1939, Mussolini and Hitler signed the Pact of Steel; Italy and Germany agreed to support one another in event of war

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19E
Cluster Name: The Soviet Union
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19E-1
Standard Description: Josef Stalin (1878–1953), leader of the Soviet Union before and during World War II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19E
Cluster Name: The Soviet Union
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19E-2
Standard Description: Stalin wanted to end capitalism in the Soviet Union; wanted the Soviet Union to be an industrial power; ordered farms to be collectivized

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19E
Cluster Name: The Soviet Union
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19E-3
Standard Description: To build up industry, Stalin set high expectations for workers; those who failed, as well as political prisoners, sent to brutal work camps called gulags

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19E
Cluster Name: The Soviet Union
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19E-4
Standard Description: Stalin understood the Nazi threat to Russia; to gain time and build up Soviet industry and armed forces, signed a peace deal with Germany

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19F
Cluster Name: Countries at War Before World War II
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19F-1
Standard Description: Spain, China, and Japan were already involved in their own wars when World War II began in September, 1939.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19F
Cluster Name: Countries at War Before World War II
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19F-2
Standard Description: Spanish Civil War: Hitler and Mussolini supported Spanish nationalists; Stalin supported Spanish Republicans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19F
Cluster Name: Countries at War Before World War II
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19F-3
Standard Description: Francisco Franco became dictator of Spain; ruled until his death in 1975.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19F
Cluster Name: Countries at War Before World War II
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19F-4
Standard Description: Japan invaded China in 1931, taking control of Manchuria; by 1937, war had broken out between both countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19G-1
Standard Description: German annexation of Austria in March, 1938

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-19G-10
Standard Description: German forces invade France; enter Paris on June 14, 1940; French government surrenders; France divided into two territories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-19G-11
Standard Description: Battle of Britain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19G-2
Standard Description: Initial policy of appeasement in relation to German expansion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19G-3
Standard Description: In 1938, Germany, Italy, Great Britain, and France agree that Czechoslovakia must give up the Sudetenland to Germany; Germany invades rest of Czechoslovakia in March, 1939

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19G-4
Standard Description: Germany invades Poland from west on September 1, 1939

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19G-5
Standard Description: France and Great Britain declared war on Germany on September 3, 1939; Allied Powers (France, Great Britain, United States, Soviet Union, China); Axis Powers (Germany, Italy, Japan)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-19G-6
Standard Description: Soviet Union invaded Poland from east; Stalin and Hitler agree to divide Poland between their two nations; Hitler allows Soviet Union to claim Lithuania, Latvia, Estonia, and occupation of southeastern Finland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-19G-7
Standard Description: German invasions of western Europe used new equipment and tactics; fast armored tanks helped Germany employ a military tactic called Blitzkrieg (lightning war).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-19G-8
Standard Description: France had largest army in Europe at start of World War II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19G
Cluster Name: German Expansion and Beginning of World War II
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-19G-9
Standard Description: Germany invades and captures Denmark and Norway, April, 1940

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19H
Cluster Name: Eastern Front
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19H-1
Standard Description: Germany invades Soviet Union in June, 1941.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19H
Cluster Name: Eastern Front
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19H-2
Standard Description: Battle of Stalingrad (1942–1943); one of largest battles in history; ultimately first major defeat for Germany

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19I
Cluster Name: North Africa and Italy
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19I-1
Standard Description: British, French, German, and Italian forces engaged in battles in North Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19I
Cluster Name: North Africa and Italy
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19I-2
Standard Description: In July, 1942, British and German forces clash in El Alamein, Egypt; Germans defeated

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19I
Cluster Name: North Africa and Italy
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19I-3
Standard Description: In November, 1942, Britain and US forces reclaim areas under German control; by summer 1943, German and Italian forces in Africa completely defeated

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19J
Cluster Name: The Holocaust
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19J-1
Standard Description: At first, many Jewish people sent to labor camps; in 1942, Nazis leaders set in motion plan to kill Jewish people en masse; concentration camps set up to do so; "final solution"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19J
Cluster Name: The Holocaust
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19J-2
Standard Description: Six million Jewish people killed in the Holocaust

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19J
Cluster Name: The Holocaust
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19J-3
Standard Description: In 1943, Great Britain, the Soviet Union, and the United States signed the Moscow Declaration of German Atrocities; the nations pledged to punish Germany for the crimes it committed during the Holocaust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19K-1
Standard Description: The United States entered World War II in December, 1941, after Japanese attack on Pearl Harbor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19K-2
Standard Description: Allied leaders developed Operation Overlord, a plan to invade German-occupied France from Great Britain; Allied troops would cross the English Channel and land on French shores; U.S. general Dwight Eisenhower led the operation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19K-3
Standard Description: Allied troops invaded German-occupied France on June 6, 1944, also known as D-Day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19K-4
Standard Description: Paris liberated from Nazi occupation on August 25, 1944

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19K-5
Standard Description: Battle of the Bulge (1944–1945); Germany loses; Allied troops begin march to Berlin, Germany

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-19K-6
Standard Description: Stalin, Churchill, and Roosevelt meet at the Russian town of Yalta in February 1945; agree that Soviet Union could ensure eastern Europe establishes governments friendly to the Soviet Union; Soviet Union agrees to free elections in those countries; France to take part in German occupation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-19K-7
Standard Description: Soviet Union agrees to enter war in the Pacific to help defeat China in exchange for Japan's territory in China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-19K-8
Standard Description: With Allied troops closing in on Berlin, Hitler and his closest advisors fled to an underground bunker; on April 30, 1945, Hitler committed suicide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19K
Cluster Name: D-Day to V-E Day
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-19K-9
Standard Description: The Nazis finally surrendered to the Soviet army in Berlin on May 8, 1945; this date is celebrated as Victory in Europe Day, or V-E Day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19L
Cluster Name: War in the Pacific
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19L-1
Standard Description: In April 1942, American and Filipino soldiers on the Bataan Peninsula, Philippines, defeated by the Japanese; resulted in the Bataan Death March

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19L
Cluster Name: War in the Pacific
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19L-2
Standard Description: The Battle of Midway, June 3–6, 1942, helped slow Japan's takeover of the Pacific

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19L
Cluster Name: War in the Pacific
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19L-3
Standard Description: Japan captured Guadalcanal on July 6, 1942, and began building an air force base.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19L
Cluster Name: War in the Pacific
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19L-4
Standard Description: American troops landed on Guadalcanal on August 7; six-month battle resulted in American control of the island

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19L
Cluster Name: War in the Pacific
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19L-5
Standard Description: The Allies attacked Iwo Jima, site of crucial Japanese military base, by air and by sea on February 19, 1945

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19M
Cluster Name: The Atom Bomb
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19M-1
Standard Description: On August 6, 1945, the United States dropped a nuclear bomb on the Japanese city of Hiroshima; three days later, after the Japanese government refused to surrender, the United States dropped a nuclear bomb on the city of Nagasaki.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19M
Cluster Name: The Atom Bomb
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19M-2
Standard Description: Japan surrendered on September 2, 1945; the Second World War ended.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-19N-1
Standard Description: On August 1, 1945, the leaders of Great Britain, the Soviet Union, and the United States announced the Potsdam Agreement; Germany split into four occupation zones, with France, Great Britain, the Soviet Union, and the United States each overseeing one zone; Allies took measures to weaken Germany's military and limit its industry; canceled Nazi-era laws and captured and tried Nazi war criminals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-19N-2
Standard Description: The peacemaking process with Japan was led by the United States; Japan's emperor allowed to remain in power, but he had to declare that he was not a god; the United States helped establish a democracy and put into place a new constitution that established a House of Representatives elected by both men and women

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-19N-3
Standard Description: Led by U.S. president Franklin Roosevelt and British prime minister Winston Churchill, the Allied nations signed the Atlantic Charter in 1941; this document calls for nations to cooperate to ensure world peace; the organization known as the United Nations was born in 1945 with the UN Charter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-19N-4
Standard Description: The General Assembly created; a legislature made up of representatives from nations around the world; five most powerful Allied nations—China, France, Great Britain, the Soviet Union, and the United States—were made permanent members of the Security Council, which would also have rotating representation from smaller nations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-19N-5
Standard Description: In 1948, the UN created the Universal Declaration of Human Rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-19N-6
Standard Description: Mohandas Gandhi (1869–1948) leader of Indian Congress Party; Indian independence negotiated in 1947; resulted in creation of two nations—India and Pakistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-19N-7
Standard Description: In 1917, Great Britain issued the Balfour Declaration, which formalized the British government's support for the creation of a national home for Jewish people in Palestine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-19
Unit Name: World War II and the Postwar World
Cluster ID: CKHG-G8-19N
Cluster Name: After World War II
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-19N-8
Standard Description: Soviet Union and the United States emerged as the world's superpowers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-2A-1
Standard Description: The Nile begins as two rivers—the White Nile and the Blue Nile

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-2A-2
Standard Description: Sahara Desert

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-2A-3
Standard Description: Importance of Nile River as highway for trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-2A-4
Standard Description: The Nile meets the Mediterranean and branches into a delta, an area of fertile marshland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-2A-5
Standard Description: Flooding brought silt onto land, allowed for farming crops such as wheat, barley, and flax

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-2A-6
Standard Description: Intensive farming began after 6000 BCE; plows and irrigation canals, and the shadoof

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-2A-7
Standard Description: Egyptians named their territory Kemet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-2A-8
Standard Description: 4000 BCE two large settled areas of Egypt—Upper Egypt (south), Lower Egypt (north); Upper and Lower unified around 3000 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-2A-9
Standard Description: Memphis, the capital of unified kingdom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-2B-1
Standard Description: Unified Egypt ruled by pharaohs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-2B-2
Standard Description: Over 3000 years of dynasties; historians group this into three major periods—Old Kingdom, Middle Kingdom, and New Kingdom; 1600s BCE Middle Kingdom weakened

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-2B-3
Standard Description: Pharaoh Hyksos established a new dynasty, beginning Egypt's New Kingdom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-2B-4
Standard Description: Hatshepsut, woman pharaoh, ruled Egypt from 1479 to 1458 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-2B-5
Standard Description: Tutankhamun (1300s BCE) ruled for ten years; his tomb discovered in 1922

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-2B-6
Standard Description: Ramses II and the Golden Age; Ramses held power between 1279–1213 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-2B-7
Standard Description: Ramses II built new capital city, temples, statues

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-2B-8
Standard Description: Ramses II, an expansionist ruler; conflict with Hittites

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2B
Cluster Name: Government and Rulers
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-2B-9
Standard Description: Egyptians believed pharaohs chosen by the gods; pharaohs had a duty to uphold order, peace, and justice, a concept known as ma'at

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-2C-1
Standard Description: Ma'at was the concept of harmony and the name of the goddess who oversaw this concept

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-2C-2
Standard Description: Belief in judgment after death; dead person's heart weighed on scale against Ma'at's feather of truth; a harmonious life earned a good afterlife

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-2C-3
Standard Description: Belief that gods and goddesses were active in the human world; gods sometimes depicted with human bodies and animal heads

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-2C-4
Standard Description: Osiris and Set

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-2C-5
Standard Description: Belief that a person's soul could not pass to the afterlife without its body; bodies preserved by mummification

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-2C-6
Standard Description: Societal social structure developed with a powerful ruling class; priests were part of powerful ruling class; the enslaved were bottom of social structure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-2C-7
Standard Description: Role of women in Egyptian society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-2C-8
Standard Description: Priests maintained temples to the gods and performed mummification; gained understanding of human anatomy; not all Egyptians mummified

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-2C-9
Standard Description: Royal and upper-class Egyptians built monuments and tombs to preserve their remains and their riches

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2D
Cluster Name: Structures and Contributions
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-2D-1
Standard Description: Imhotep the architect; the pyramid structure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2D
Cluster Name: Structures and Contributions
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-2D-2
Standard Description: The Great Pyramid and the Great Sphinx

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2D
Cluster Name: Structures and Contributions
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-2D-3
Standard Description: Pictorial writing system—hieroglyphics; over time developed into three broad types

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2D
Cluster Name: Structures and Contributions
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-2D-4
Standard Description: Egyptians wrote on stone, clay, and papyrus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2D
Cluster Name: Structures and Contributions
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-2D-5
Standard Description: Rosetta Stone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-2E-1
Standard Description: Egyptian decline; invasions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-2E-2
Standard Description: During time of Hyksos, Kush expanded northwards

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-2E-3
Standard Description: Around 745 BCE Kush invaded and defeated Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-2E-4
Standard Description: Kushite King Piye became a pharaoh

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-2E-5
Standard Description: Kushites, under pressure from Assyrians, retreat to the south; established new capital, Meroë, which became a center for iron production

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-2E-6
Standard Description: Kushites established thriving trade network

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-2
Unit Name: Ancient Egypt and Kush
Cluster ID: CKHG-G8-2E
Cluster Name: Decline of the Egyptian Empire
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-2E-7
Standard Description: In 350 BCE Axum invaded and conquered Kush

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20A-1
Standard Description: East and Southeast Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-20A-10
Standard Description: Pacific Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-20A-11
Standard Description: Sea of Japan (East Sea)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20A-2
Standard Description: China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20A-3
Standard Description: Taiwan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20A-4
Standard Description: Japan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20A-5
Standard Description: North Korea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-20A-6
Standard Description: South Korea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-20A-7
Standard Description: Vietnam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-20A-8
Standard Description: North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-20A-9
Standard Description: Atlantic Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20B-1
Standard Description: Inspired by the ideas of Marx and Lenin, the Chinese Communist Party was formed; Mao Zedong was a leading member.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20B-2
Standard Description: Outbreak of Chinese Civil War (1927–1949) in which National Party and Communist Party opposed each other

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20B-3
Standard Description: Jiang Jieshi leader of the Nationalist Party

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20B-4
Standard Description: Mao became the leader of the Communist Party; led his army on the longest wartime military march ever recorded (the Long March).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20B-5
Standard Description: Chinese Civil War paused in 1937; Nationalists and Communists united to fight expansionist aggression from Japan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-20B-6
Standard Description: Major part of World War II in Asia, the Second Sino-Japanese War, began with attacks on Chinese cities such as Beijing, Shanghai, and Nanjing; alliance between Nationalists and Communists continued through World War II; the civil war resumed after 1945

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-20B-7
Standard Description: After four years of post–World War II fighting, Mao's forces won; declared China to be the People's Republic of China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-20B-8
Standard Description: Jiang's Nationalists fled to the island of Taiwan; set up an anti-communist, authoritarian government and continued calling it the Republic of China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20C
Cluster Name: People's Republic of China
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20C-1
Standard Description: Mao remakes China into a communist nation; seized lands from private ownership; collectivization; forced increase of coal mining and steel production.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20C
Cluster Name: People's Republic of China
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20C-2
Standard Description: Communist Party outlawed Confucianism, Buddhism, Christianity, and other religions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20C
Cluster Name: People's Republic of China
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20C-3
Standard Description: Implementation of the Great Leap Forward in late 1950s; five-year plan; use of untested methods in irrigation and farming; people forced to join communes; crop yields fell; millions of people died during period of famine; changes in industrial production also failed; five-year plan halted after three years

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20C
Cluster Name: People's Republic of China
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20C-4
Standard Description: Mao resigned as chairman of the People's Republic of China; remained chairman of the Chinese Communist Party, a more powerful role than chairman of the country

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20D
Cluster Name: The Cultural Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20D-1
Standard Description: Mao embarked on the Great Proletarian Cultural Revolution; aimed to defeat enemies and remake Chinese society; schools closed; young people told to speak out against bourgeois values and the people who represented them; youths organized into paramilitary groups called the Red Guards; Red Guards dispersed to rural areas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20D
Cluster Name: The Cultural Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20D-2
Standard Description: Lin Biao named as Mao's successor; Lin Biao and other military leaders planned coup to unseat Mao; Lin Biao died in 1971; Mao dies in 1976

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20D
Cluster Name: The Cultural Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20D-3
Standard Description: Starting in 1977, Mao's successor, Deng Xiaoping, favored allowing more free market practices to guide China's development; he led the country for the next twenty years, opening its market to trade with the United States and other Western countries; allowed more personal liberty; quashed democratic movements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20D
Cluster Name: The Cultural Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20D-4
Standard Description: In 1989, students gathered in Beijing's Tiananmen Square to peacefully demonstrate for greater freedom; Deng sent in military forces to control the crowd; hundreds of peaceful demonstrators killed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20D
Cluster Name: The Cultural Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20D-5
Standard Description: China became the largest manufacturing country and the second-largest economy in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20E
Cluster Name: Korea's Civil War
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20E-1
Standard Description: After its World War II defeat, Japan surrendered Korea, which it had occupied since the early 1900s, to the Soviet Union and the United States; the Soviets occupied the northern half; the United States took control of the southern half

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20E
Cluster Name: Korea's Civil War
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20E-2
Standard Description: By the end of the 1940s, the North was a communist country and the South was an anti-communist nation; both led by dictators

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20E
Cluster Name: Korea's Civil War
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20E-3
Standard Description: In 1950, North Korean leader Kim Il-sung sent troops to invade South Korea; North Korean troops, with the support of the Soviet Union, quickly conquered almost all the peninsula.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20E
Cluster Name: Korea's Civil War
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20E-4
Standard Description: The United Nations sent military forces to assist South Korea; mostly American troops led by United States general Douglas MacArthur

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20E
Cluster Name: Korea's Civil War
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20E-5
Standard Description: Concerned UN forces might cross the border, Mao Zedong sent Chinese troops to assist the North Koreans; by early 1951, the communists had pushed UN forces back to the thirty-eighth parallel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20E
Cluster Name: Korea's Civil War
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-20E-6
Standard Description: In 1953, two sides agreed to a cease-fire; South Korea, which encompassed all Korean territory south of the thirty-eighth parallel, continued to be a key ally of the United States in East Asia; North Korea, called the Democratic People's Republic of Korea, remained communist; both Koreas were simultaneously admitted to the United Nations in 1991

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20F-1
Standard Description: First president of South Korea, Syngman Rhee, was anti-communist, but an authoritarian; political and economic instability caused by growing opposition forced Rhee out of power in 1960.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20F-2
Standard Description: Land reforms approved during Rhee's reign opened property ownership to more people and helped create strong economic growth from the 1960s onward; population boomed; more people gained an education; a middle class emerged; growth of urbanization; enormous population growth of South Korea's capital, Seoul

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20F-3
Standard Description: People of South Korea lived under repressive rule for decades; South Koreans directly elected a president for the first time in 1987.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20F-4
Standard Description: In 1988, the Olympic Games were held in Seoul; changed the world view of South Korea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20F-5
Standard Description: Today, South Korea is one of the ten largest economies in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-20F-6
Standard Description: Dictator Kim Il-sung continued to rule North Korea after the Korean War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-20F-7
Standard Description: Propaganda glorified Kim as the "Great Leader"; he isolated North Korea from the rest of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-20F-8
Standard Description: Kim Il-sung died in 1994; he was replaced by his son Kim Jong-il; collapse of Soviet Union impacted North Korea's economy; economic hardship and starvation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20F
Cluster Name: Life in North and South Korea
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-20F-9
Standard Description: Kim Jong-il died in 2011; replaced by his son Kim Jong-un

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20G-1
Standard Description: Vietnam became a colony of France in the late 1800s; after World War II, communist Vietnamese leader Ho Chi Minh led an independence movement to end French rule; during the war, Ho led opposition forces in the use of guerilla tactics against occupying Japanese troops

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-20G-10
Standard Description: President Lyndon Johnson succeeded by Richard Nixon in 1968

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-20G-11
Standard Description: Cease-fire agreement finally reached in1973; the United States began to pull its troops out of Vietnam; two years later, the South Vietnamese capital of Saigon fell to communist forces; North and South Vietnam united under communist rule

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-20G-12
Standard Description: Saigon renamed Ho Chi Minh City

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-20G-13
Standard Description: Many Vietnamese people who opposed communism fled the country.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-20G-14
Standard Description: Vietnam opened its doors to Western countries in 1986.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20G-2
Standard Description: In 1954, Ho's forces defeated the French at the Battle of Dien Bien Phu; France withdrew and Vietnam gained independence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20G-3
Standard Description: Vietnam split into two countries; communist government in the North; anti-communist government in the South; leaders from both agreed to hold elections to reunite Vietnam; not supported by United States; in 1959, Ho Chi Minh and North Korea declared war on South Korea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20G-4
Standard Description: United States viewed Vietnam as part of larger Cold War struggle against communism; U.S. president Dwight Eisenhower believed that the fall of Vietnam to communists would lead to the spread of communism across Southeast Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20G-5
Standard Description: U.S. Congress sent hundreds of millions of dollars to help the South Vietnamese government of Ngo Dinh Diem fight communist guerillas (Viet Cong).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-20G-6
Standard Description: In 1964, the United States' involvement increased in 1964; an American warship in the Gulf of Tonkin reported it had been attacked by the North Vietnamese (Historians now accept that this attack never happened).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-20G-7
Standard Description: U.S. forces began bombing North Vietnam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-20G-8
Standard Description: In January 1968, the Viet Cong launched the Tet Offensive; series of attacks on South Vietnamese cities conducted during Tet, the Vietnamese new year

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20G
Cluster Name: Vietnam
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-20G-9
Standard Description: American soldiers brutally killed and tortured more than five hundred people in the My Lai massacre; public opinion in the United States began to turn against the war

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-20H-1
Standard Description: After World War II, the Allies placed Japan under military occupation for seven years; occupation largely directed by the United State under leadership of General Douglas MacArthur

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-20H-2
Standard Description: During the occupation, the political system of Japan was transformed; new constitution included a bill of rights that said the country would no longer maintain a military, except for self-defense

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-20H-3
Standard Description: Land reforms included the transfer of ownership of farmland from landlords to farmers, ended last remnants of feudal system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-20H-4
Standard Description: Workers granted more rights; establishment of unions; women granted right to vote; academic freedom guaranteed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-20H-5
Standard Description: Population moved from countryside to cities such as Tokyo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-20H-6
Standard Description: Economy of Japan experienced rapid growth as mechanization led to greater efficiencies in industry and agriculture; huge success producing goods for export such as cars, cameras, and televisions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-20
Unit Name: East and Southeast Asia in the Second Half of Twentieth Century
Cluster ID: CKHG-G8-20H
Cluster Name: Japan
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-20H-7
Standard Description: Japan experienced recession and recovery; remains one of world's economic powerhouses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21A-1
Standard Description: Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21A-2
Standard Description: Balkans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-21A-3
Standard Description: Russia, Great Britain, Germany, France, Belgium, Italy, Luxembourg, the Netherlands, Norway, Portugal, Greece, Estonia, Armenia, Belarus, Albania, Bulgaria, Serbia, Croatia, Bosnia and Herzegovina, Kosovo, North Macedonia, Slovenia, Czechoslovakia, Hungary, Poland, Romania, Ireland, Northern Ireland

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-21A-4
Standard Description: Turkey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-21A-5
Standard Description: Afghanistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-21A-6
Standard Description: Pakistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-21A-7
Standard Description: United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-21A-8
Standard Description: Canada

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21B-1
Standard Description: The end of World War II did not mean the end of conflict and competition in Europe. After the war's end, the clash of ideas between democratic capitalism and authoritarian communism threatened to plunge Europe into another conflict. The next forty-five years were characterized by a long-simmering tension between two armed camps. The Cold War shaped European politics through the early 1990s, and its consequences are still seen to this day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21C-1
Standard Description: In eastern Europe, after World War II, local communist parties gained support among the citizens.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21C-2
Standard Description: Western nations feared communist revolutions in Western countries; Western leaders, especially in the United States, viewed rebuilding Europe as way to counter the threat of communism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-21C-3
Standard Description: Czechoslovak Communist Party won 39 percent of the vote in 1946 elections; seized full control in 1948; arrested their political opponents; Czechoslovakia fully under Soviet control

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-21C-4
Standard Description: Several countries, such as Estonia and Belarus, fully absorbed into Soviet Union

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-21C-5
Standard Description: In 1948, President Truman established the European Recovery Program, (the Marshall Plan), named for Truman's secretary of state, George C. Marshall (1880–1959).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-21C-6
Standard Description: European countries that took aid from the program saw their gross domestic product (GDP) grow during the three and a half years the Marshall Plan was in effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-21C-7
Standard Description: In the West, in 1946, British leader Winston Churchill said that an "iron curtain" had been lowered across Europe, along the borders of the region under Soviet control; wanted western European and American leaders to strengthen themselves politically and militarily

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21C
Cluster Name: The Iron Curtain
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-21C-8
Standard Description: Stalin blamed World War II on problems within and between capitalist countries; argued that war was inevitable as long as capitalism existed; believed capitalist competition led to constant struggle for resources and caused "uneven development"

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21D-1
Standard Description: Germany reflected this divide; had been divided in half by the occupying Allies; West Germany, officially known as the Federal Republic of Germany, was democratic, capitalist; East Germany, or the German Democratic Republic, was communist and part of the Soviet alliance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21D-2
Standard Description: In 1948, the Western alliance of the United States, Great Britain, and France began to plan a new West German state; began issuing deutsche marks in West Berlin; Soviet leaders, were not been consulted; responded by setting up a blockade of West Berlin; Western nations flew large quantities of food and supplies over East German territory to Berlin; blockaded East Germany; blockades lifted in 1949

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-21D-3
Standard Description: In 1949, creation of the North Atlantic Treaty Organization (NATO), a formal military alliance among the Western allied nations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-21D-4
Standard Description: Communist countries of eastern Europe entered a similar agreement in 1955; the Warsaw Treaty Organization, or Warsaw Pact, originally consisted of Albania, Bulgaria, Czechoslovakia, Hungary, Poland, Romania, and the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-21D-5
Standard Description: After the United States bombed Hiroshima and Nagasaki in August 1945, the Soviets launched a special project to develop nuclear technology; achieved success in 1949; other world powers joined the atomic race; Great Britain conducted its first nuclear test in 1952; France followed in 1960

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-21D-6
Standard Description: One rationale behind the development of nuclear weapons was deterrence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-21D-7
Standard Description: Tense first phase of the Cold War ended with the death of Joseph Stalin on March 5, 1953; Stalin's successor, Nikita Khrushchev (1894–1971)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-21D-8
Standard Description: In 1956, Hungarian prime minister Imre Nagy (1896–1958) declared that non-Communists would be allowed to participate in running the government; also declared Hungary's neutrality in the contest between West and East; the Soviets invaded Hungary

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21D
Cluster Name: The Atomic Age
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-21D-9
Standard Description: Construction of the Berlin Wall in 1961

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21E
Cluster Name: European Development and Changes
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21E-1
Standard Description: Baby boom of the postwar period, especially large number of births from 1945 to 1952, added millions of young people to Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21E
Cluster Name: European Development and Changes
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21E-2
Standard Description: Advertising, pop culture, and social events targeted young adults, viewed as the leaders of new cultural and social moment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21E
Cluster Name: European Development and Changes
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-21E-3
Standard Description: Youth culture and youth politics; in May 1968, a French student-led protest became an uprising that included participants from across society; in 1968, citizens of Czechoslovakia rose up during a period called the Prague Spring; Soviet troops and their allies invaded Czechoslovakia on August 20–21, 1968

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21E
Cluster Name: European Development and Changes
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-21E-4
Standard Description: European economic boom led to the rise of European welfare states, in which governments provided benefits such as free university education, free health care, and generous pensions; Great Britain established the National Health Service to provide health care to all citizens.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21E
Cluster Name: European Development and Changes
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-21E-5
Standard Description: From 1968 to 1998, a conflict called the Troubles erupted in the six counties of Northern Ireland (part of Great Britain); unionist and republican paramilitaries fought campaigns of terrorism against each other and the British; the two sides agreed to end the conflict in 1998; peace deal, called the Good Friday Agreement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21F-1
Standard Description: Between 1989 and 1992, the Soviet Union was abolished, the Soviet bloc broke up, and the Cold War ended; reasons: economic, social, and political

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21F-2
Standard Description: Soviet economic crisis put pressure on the Soviet government to enact reforms; resistance to change dominated by elderly Soviet men who prioritized building military power above the needs of Russian citizens; years of stagnation began after Leonid Brezhnev (1906–82) became leader of the Soviet Union in 1964

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-21F-3
Standard Description: In 1978, Afghanistan's government was replaced in a coup led by communist army officers; opposition resulted in Russian invasion in 1979; Soviet army failed to control anything beyond the major cities of Afghanistan; thousands of Afghans were killed, and millions more fled to neighboring countries such as Pakistan; Western powers sold weapons to Afghan fighters; Soviet Union withdrew in 1989

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-21F-4
Standard Description: Mikhail Gorbachev (b. 1931), became the leader of the Soviet Union in 1985; worked to modernize and streamline the Soviet economy and government; proposed a series of cultural reforms called glasnost (openness); eventually, Soviet leadership allowed democratic reforms, including contested elections and secret ballots, for the first time in its history

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-21F-5
Standard Description: In the 1980s, independent trade unions in Poland led campaigns for workers' rights and social change; the largest union, led by Lech Wałęsa (b. 1943), helped force the Polish government to restore a democratic parliament and hold elections in 1989

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-21F-6
Standard Description: November 9, 1989, Berlin Wall collapsed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-21F-7
Standard Description: The Soviet Union reacted to popular movements by removing troops from countries that were becoming democratic, such East Germany, Hungary, Czechoslovakia, and Poland; in 1990, Gorbachev agreed that East and West Germany should be reunited

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-21F-8
Standard Description: The former Soviet Union broke up into fifteen independent countries, including Russia, Armenia, and Estonia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21F
Cluster Name: The Soviet Union Collapses
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-21F-9
Standard Description: New Russian president Boris Yeltsin (1931–2007) in charge of ending the Soviet system and beginning a transition to a liberal, democratic, and capitalist country

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21G
Cluster Name: The Break-up of Yugoslavia
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21G-1
Standard Description: Between June 1991 and May 1992, the five Yugoslavian regions— Slovenia, Croatia, Bosnia and Herzegovina, Serbia, and Macedonia—declared their independence; population came from many ethnicities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21G
Cluster Name: The Break-up of Yugoslavia
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21G-2
Standard Description: Conflict arose between the majority and minority ethnic and religious populations; Serbs in Croatia wanted to join Serbia; Serbs in Bosnia and Herzegovina wanted independence from the Muslim majority

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21G
Cluster Name: The Break-up of Yugoslavia
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-21G-3
Standard Description: After two years of fighting, the United Nations sent humanitarian aid to civilians and set up safe zones for refugees; UN forces did not defend safe zones; Serbian forces massacred their opponents; fighting stopped in 1995 after NATO agreed to send troops to stop Serbs from attacking Bosnian forces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21G
Cluster Name: The Break-up of Yugoslavia
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-21G-4
Standard Description: In Serbia, ethnically Albanian and Muslim citizens formed the Kosovo Liberation Army (KLA); rebellion prompted brutal attacks by the Yugoslav army, Serbian police, and Serbian soldiers; thousands of Kosovans driven from their homes; United Nations and NATO forces helped establish a fragile peace; Kosovo declared itself independent in 2008; neither Serbia nor Russia recognized its status as a separate state

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21H
Cluster Name: Toward a United Europe
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-21H-1
Standard Description: The formation of the European Economic Community (EEC) in 1957 created a common market among the member nations; EEC also began process of creating Europe-wide institutions; the European Parliament has power to consult on European laws and policies; the European Court of Justice hears cases that affect member nations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-21
Unit Name: Europe in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-21H
Cluster Name: Toward a United Europe
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-21H-2
Standard Description: European Union (EU), the successor to the EEC, formed in 1993 and today has twenty-seven member countries; unit of currency the euro

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22A-1
Standard Description: Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-22A-10
Standard Description: Saudi Arabia, Iran, Iraq, the United Arab Emirates, Kuwait, Israel, Palestine, Jordan, Syria, Lebanon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-22A-11
Standard Description: Arabian Peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-22A-12
Standard Description: Sinai Peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22A-2
Standard Description: Russia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22A-3
Standard Description: United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22A-4
Standard Description: Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22A-5
Standard Description: Uganda, Kenya, South Africa, Zimbabwe, Chad, Gabon, the Republic of the Congo, the Central African Republic, Algeria, Ghana, Cameroon, Libya, Republic of Rwanda, Namibia, Egypt, Tunisia, Morocco, Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22A-6
Standard Description: Balkans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22A-7
Standard Description: Middle East

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22A-8
Standard Description: Turkey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-22A-9
Standard Description: Afghanistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22B-1
Standard Description: Colonization of Africa via private companies (British East Africa Company), governed directly by home nation (direct rule), indirect rule; settler colonies (South Africa, Zimbabwe)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22B-2
Standard Description: Infrastructure developed to transport valuable raw materials from mines and plantations to markets and ports

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22C-1
Standard Description: World War II weakened colonial rule in Africa; many Africans had fought as part of the Allied armies against the Axis Powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22C-2
Standard Description: In 1954, Algerian nationalists launched a war of independence; bloody war against French followed; in 1962, France accepted Algerian independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22C-3
Standard Description: Kenyans seek independence from the British; Mau Mau independence fighters; fighting ended in 1960; British allowed elections to take place early the next year; elections created a government that wrote a new constitution for an independent Kenya

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22C-4
Standard Description: Jomo Kenyatta (1894–1978), a leader in the movement for independence, became Kenya's first prime minister.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22C-5
Standard Description: Kwame Nkrumah (1909–72) formed the Convention People's Party (CPP), which gained mass support among the people of the Gold Coast.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22C-6
Standard Description: Nkrumah won election to the Gold Coast's new parliament and became prime minister in 1952; the CPP's independence platform gave the party a large majority of seats in the Gold Coast parliament; used this power to formally gain the Gold Coast's independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22C-7
Standard Description: In 1957, the Gold Coast was recognized as an independent nation and renamed Ghana.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22C
Cluster Name: Colonialism Ends
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22C-8
Standard Description: Fourteen former French colonies in Africa became independent in 1960, as well as two British colonies and one Belgian colony; the year 1960 came to be known as the "Year of Africa."

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22D-1
Standard Description: Newly independent African nations faced challenges; borders had been drawn by European powers; many of the new countries contained conflicting ethnic and religious groups

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22D-2
Standard Description: New nations aimed to use independence to benefit their own people; continuing trade in African resources helped grow the economy; foreign nations, however, maintained economic and political influence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22D-3
Standard Description: Libya gained independence in 1951; in 1959 oil discovered; king of Libya favored western powers; Libya's military staged a coup in 1969, bringing Muammar al- Qaddafi (1942–2011) to power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22D-4
Standard Description: Rwanda gained independence in 1961; two main groups in Rwanda—the Tutsi and the Hutu; traditionally, the Tutsi are smaller, wealthier group; the Hutu majority poor farmers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22D-5
Standard Description: In 1994, Hutu extremists launched campaign of mass murder directed at Tutsis and moderate Hutus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22D-6
Standard Description: Mobutu Sese Seko (1930–97) ruled the Democratic Republic of Congo (DRC) as a dictator from 1965 to 1997; Idi Amin (1924–2003) in Uganda

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22D-7
Standard Description: In Ghana, Jerry Rawlings took power in a coup in 1981; was democratically elected in 1992; Rawlings brought political stability to the country and implemented economic reforms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22D
Cluster Name: Struggles and Civil Wars
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22D-8
Standard Description: Namibia gained independence from South Africa in 1990; established politically stable democracy; has one of the strongest economies in Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22E-1
Standard Description: South Africa won its independence from Great Britain in 1910, but most of its people were not free; Black population did not have the same rights and power as the white minority that controlled the government and the economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-22E-10
Standard Description: President F. W. de Klerk, in 1990, legalized the ANC and freed Nelson Mandela and other ANC leaders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-22E-11
Standard Description: South African government began to end apartheid; in 1994 allowed South Africans of every race to vote; Nelson Mandela elected president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-22E-12
Standard Description: Apartheid had done lasting damage to Black South Africans; by the early twenty-first century, white South Africans still controlled almost three-quarters of the country's farmland.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22E-2
Standard Description: In 1913, South Africa's government passed the Land Act; led to the forced removal of Black South Africans from their land; their property sold by the government to white farmers at a reduced cost; Black South Africans were relocated to other areas, where they lived in poverty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22E-3
Standard Description: The white minority officially imposed a system called apartheid in 1948; under this system, white and non-white people were required to live in separate areas and could not use the same public facilities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22E-4
Standard Description: Organization of Black South Africans, the African National Congress (ANC), fought apartheid policies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22E-5
Standard Description: South African government tried to silence the ANC; in 1960, police forces killed sixty-nine unarmed demonstrators (Sharpeville massacre); government outlawed the ANC

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22E-6
Standard Description: Nelson Mandela, who had first led peaceful protests against apartheid, became the leader of an armed wing of the ANC, called Umkhonto we Sizwe (Spear of the Nation).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22E-7
Standard Description: In 1964, Mandela and other ANC leaders sentenced to life in prison

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22E-8
Standard Description: South African police killed about six hundred Black South Africans during protests in the township of Soweto in 1976.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22E
Cluster Name: South Africa
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-22E-9
Standard Description: International community outraged; began to pressure South African government to end apartheid and release Mandela from prison; introduction of sanctions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22F
Cluster Name: Africa's Successes and Achievements
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22F-1
Standard Description: African cities and nations have emerged as global leaders in science and technology in the new millennium; the cities of Algiers in Algeria, Lagos in Nigeria, Nairobi in Kenya, and Johannesburg in South Africa are all considered major international centers for business and culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22F
Cluster Name: Africa's Successes and Achievements
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22F-2
Standard Description: Innovators across the continent have come up with new solutions to age-old problems: how to transport water and bring medical care to rural areas; addressed new challenges; expanding mobile and Internet access; many inventions rooted in computer and mobile technology, an area in which African nations are leading the rest of the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22G
Cluster Name: The Middle East
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22G-1
Standard Description: The Middle East is not a distinctive geographic zone or a continent; it is a region defined primarily by European and American observers in the nineteenth and twentieth centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22G
Cluster Name: The Middle East
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22G-2
Standard Description: Large proportion of the world's proven oil reserves are in the Middle East—principally in Saudi Arabia, Iran, Iraq, the United Arab Emirates, and Kuwait.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22H-1
Standard Description: Prior to World War I, the Ottoman Empire controlled the land of Palestine; Palestine had a large Arab population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-22H-10
Standard Description: After the establishment of Israel in 1948 and the war that immediately followed, approximately 750,000 Palestinians fled the land they considered their home; Palestinians spread across different neighboring countries; were not organized politically; in 1964, Palestinian leaders formed the Palestine Liberation Organization (PLO);Yasser Arafat became the leader of the PLO in 1969

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-22H-11
Standard Description: In 1967, Israel fought the Six-Day War against Syria and Egypt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-22H-12
Standard Description: In 1973, Egypt launched a surprise attack on Israel during Yom Kippur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-22H-13
Standard Description: In 1979, Egypt and Israel signed a peace treaty to end the off-and-on war that had been fought for thirty years; Israel returned the Sinai Peninsula to Egypt; Egypt agreed that Israel had the right to exist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-22H-14
Standard Description: From 1987 to 1991, Palestinians participated in a series of protests and riots called the first intifada to protest the occupation of Gaza and the West Bank; led to a peace agreement called the Oslo Accords, which established the Palestinian National Authority as the governing body of parts of Gaza and the West Bank

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-22H-15
Standard Description: Peace process halted during the second intifada—2000 to 2005; Israel withdrew from Gaza toward the end of 2005

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22H-2
Standard Description: European anti-Semitism and a desire for self-determination led some Jews to seek a national homeland.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22H-3
Standard Description: Great Britain received a mandate to rule Palestine; in 1917, during the First World War, the British issued the Balfour Declaration, which officially supported the creation of a Jewish homeland in Palestine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22H-4
Standard Description: Many Jewish people fled to Palestine to escape persecution by the Nazis and their allies before and during World War II; Jewish population in Palestine grew to about six hundred thousand by 1945; Arabs numbered around a million; violence broke out between the two groups—and both sides attacked the British

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22H-5
Standard Description: After World War II, British give up mandate in Palestine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22H-6
Standard Description: The UN created two states, one Jewish and one Arab, in 1947; the Jewish state declared its independence as Israel in 1948.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22H-7
Standard Description: After the signing of the Israeli Declaration of Independence in 1948, armies from neighboring Arab countries of Egypt, Jordan, Iraq, Syria, and Lebanon launched a war against Israel; Israelis also seized land from Palestinians; fighting lasted for ten months; when conflict ended, Israel had expanded its territory beyond the land that had been designated for the Jewish state; many people had been displaced

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22H-8
Standard Description: The division of Palestine set up a long-running conflict between the Jewish state and the Arab population that is still ongoing, both within Israel and in surrounding countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22H
Cluster Name: Israel and Regional Conflict
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-22H-9
Standard Description: One trigger for violence is the status of Jerusalem; as part of the division, the holy city of Jerusalem was divided in half; Jews and Muslims both consider Jerusalem to be among the holiest cities in the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22I-1
Standard Description: Egyptian revolution, started in 1919, led to the end of British rule in Egypt in 1922.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22I-2
Standard Description: British and the French refused to give up control of the Suez Canal; caused tension over thirty year period; led to second revolution in 1952

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22I-3
Standard Description: Gamal Abdel Nasser (1918–70) orchestrated the overthrow of King Farouk.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22I-4
Standard Description: In 1956, Nasser's government took control of the Suez Canal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22I-5
Standard Description: Britain, France, and Israel invade Egypt to seize back control of the canal in October, 1956; eventual withdrawal of forces due to threat of sanctions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22I-6
Standard Description: Nasser died in 1970 and was succeeded by Anwar al-Sadat; he signed Camp David Accords with Israel in 1979; assassinated in 1981

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22I
Cluster Name: Egypt
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22I-7
Standard Description: Hosni Mubarak ruled Egypt from 1981 until 2021; removed from office during Arab Spring

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22J-1
Standard Description: In 1941, Mohammad Reza Pahlavi became the shah, or king, of Iran; favored having strong ties with Great Britain and the United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-22J-10
Standard Description: In late 1979, student revolutionaries stormed the United States embassy in Tehran; took more than fifty American hostages; were held for 444 days before their release

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22J-2
Standard Description: Mohammad Mosaddegh disagreed with shah; wanted Iran's oil wealth to be used to fund development programs to benefit ordinary Iranians; Mosaddegh built political support for a program to nationalize Iran's oil company

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22J-3
Standard Description: In 1951, Mosaddegh's oil nationalization law passed; the shah made him the country's premier.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22J-4
Standard Description: In 1953, the United States and Great Britain orchestrated a coup, overthrew Mosaddegh and returned the shah to total control of Iran; Iranian oil profits renegotiated; shah brutal ruler; secret police

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22J-5
Standard Description: Ayatollah Ruhollah Khomeini, a fundamentalist, advocated the overthrow of the shah; wanted to transform Iran into an Islamic state; shah removed Ayatollah from the country

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22J-6
Standard Description: In mid-1970s, Islamic leaders grew angrier with the rule of the shah; more members of the public support Ayatollah Khomeini

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22J-7
Standard Description: In September, 1978, shah ordered security forces to fire into a crowd of demonstrators; hundreds killed, thousands wounded; riots broke out two months later; Khomeini called for the overthrow of the shah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22J-8
Standard Description: In December, 1978, the governing regime fell; the shah fled the country.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22J
Cluster Name: Revolution in Iran
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-22J-9
Standard Description: Khomeini became the leader of the new Islamic Republic of Iran in 1979; new government set up a theocracy based on religious beliefs and implemented Islamic laws

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-22K-1
Standard Description: Iraq ruled from 1979 to 2003 by Saddam Hussein (1937–2006); Iraq's ruling party was secular

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-22K-10
Standard Description: U.S. troops left Iraq in 2011; weapons of mass destruction never found

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-22K-11
Standard Description: In 2011, U.S. soldiers in Pakistan found Osama bin Laden, the al-Qaeda leader responsible for the September 11 attacks, and killed him.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-22K-12
Standard Description: The war in Afghanistan continued until 2021, when the United States and Great Britain withdrew troops; the Taliban quickly returned to power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-22K-2
Standard Description: Iraq and Iran hostile to each other throughout the 1970s

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-22K-3
Standard Description: In 1980, Saddam Hussein ordered an invasion of Iran; war lasted until 1988

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-22K-4
Standard Description: In 1990, Iraq invaded and annexed the neighboring country of Kuwait to claim its oil fields; United States–led coalition of international forces repelled Hussein's forces from Kuwait in the 1991 Persian Gulf War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-22K-5
Standard Description: On September 11, 2001, terrorists belonging to the Islamic fundamentalist group al-Qaeda launched attack on the United States; hijacked and flew planes into the twin towers of the World Trade Center in New York City, the Pentagon, and a field in Pennsylvania

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-22K-6
Standard Description: United States responded by launching a war against the Taliban, the de facto government of Afghanistan, which had allowed al-Qaeda to use the country as its headquarters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-22K-7
Standard Description: The United States removed the Taliban from power; set up new government friendly to its interests

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-22K-8
Standard Description: Concurrently, the United States invaded Iraq in 2003 based on claims that Iraq had weapons of mass destruction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-22
Unit Name: Africa and the Middle East in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-22K
Cluster Name: Conflicts in the Persian Gulf
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-22K-9
Standard Description: Hussein forced from power, tried for war crimes, and eventually executed; Hussein's removal left Iraq without a strong leader; different factions of Shiites and Sunnis violently vied for power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23A-1
Standard Description: North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-23A-10
Standard Description: Brazil

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-23A-11
Standard Description: Argentina (Falkland Islands/ Malvinas Islands)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-23A-12
Standard Description: Columbia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-23A-13
Standard Description: Chile

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-23A-14
Standard Description: Belize

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-23A-15
Standard Description: Cuba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-23A-16
Standard Description: Haiti

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-23A-17
Standard Description: Dominican Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-23A-18
Standard Description: Caribbean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23A-2
Standard Description: Central America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23A-3
Standard Description: South America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23A-4
Standard Description: United States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23A-5
Standard Description: Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23A-6
Standard Description: Guatemala

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-23A-7
Standard Description: Panama

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-23A-8
Standard Description: Nicaragua

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-23A-9
Standard Description: El Salvador

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23B-1
Standard Description: Mexican Revolution veteran Venustiano Carranza (1859–1920) became the first president of the new Mexican republic in 1917; oversaw rewriting of Mexican constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23B-2
Standard Description: Carranza eventually succeeded by Lázaro Cárdenas (1895–1970) in 1934; Cárdenas was first Mexican president to truly implement the economic and social reforms outlined in the 1917 constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23B-3
Standard Description: Institutional Revolutionary Party (PRI) took over as the nation's dominant political force after Cárdenas's presidency ended in 1940.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23B-4
Standard Description: PRI eventually taken down by charges of corruption; devastating 1985 earthquake in Mexico City revealed political leaders' corruption

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23B-5
Standard Description: In 2000, Vicente Fox, businessman and right-wing populist, won the presidency as a member of the National Action Party (PAN)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23B-6
Standard Description: Today, Mexico is an important economic and political player in Latin America; booming industry and service sectors; mineral resources

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23C
Cluster Name: Guatemala
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23C-1
Standard Description: First peaceful transition of power in Guatemala in 1950; Jacobo Arbenz replaced Juan José Arévalo as president; embraced idea of agrarian reform; in 1952, passed reform to redistribute uncultivated land from wealthy estates to rural workers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23C
Cluster Name: Guatemala
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23C-2
Standard Description: Concept of land reform alarmed U.S. government; believed communists would use the policy to organize the population; instructed CIA to undermine and destabilize the Guatemalan government; authorized the U.S. Air Force to provide arms to Guatemalan military officer Colonel Carlos Castillo Armas (1914–57)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23C
Cluster Name: Guatemala
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23C-3
Standard Description: Castillo Armas staged military coup against the democratically elected Arbenz in 1954; claimed the presidency; returned all confiscated land to the United Fruit Company; thwarted farmworkers' attempts to unionize; assassinated in 1957

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23C
Cluster Name: Guatemala
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23C-4
Standard Description: Military governments ruled Guatemala for several decades; 1996 peace agreement restored the nation's representative government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23C
Cluster Name: Guatemala
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23C-5
Standard Description: Ernesto "Che" Guevara (1928–67), Argentine physician working in Guatemala, took up arms against the U.S.-backed Guatemalan military to fight for Arbenz; as well as Raúl Castro (b. 1931) and Fidel Castro (1926–2016); Guevara one of the leaders of the 1959 Cuban Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23D
Cluster Name: Panama
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23D-1
Standard Description: Recognized as independent nation by the United States in 1903 after it allowed joint control of the Canal Zone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23D
Cluster Name: Panama
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23D-2
Standard Description: In 1977, U.S. president Jimmy Carter signed a treaty that promised to return the Canal Zone to Panama on December 31, 1999.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23D
Cluster Name: Panama
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23D-3
Standard Description: In 1989, during the presidency of George H. W. Bush, the United States helped overthrow Panamanian military dictator Manuel Noriega.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23E-1
Standard Description: Nicaragua subject to United States intervention many times during the nineteenth and twentieth centuries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-23E-10
Standard Description: Daniel Ortega re-elected in 2006; implementation of conservative laws, support for extreme right-wing ideology, and suppression of the press

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23E-2
Standard Description: Between 1934 and 1979, Somoza dynasty ruled Nicaragua; known for violence against enemies and for corruption

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23E-3
Standard Description: In 1979, rebel group called the Sandinistas carried out a successful socialist revolution against the Somoza regime

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23E-4
Standard Description: Sandinistas confiscated and redistributed land owned by the Somoza family.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23E-5
Standard Description: President Ronald Reagan and his administration helped fund and train a counterrevolutionary military force called the Contras to defeat the Sandinistas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23E-6
Standard Description: In the Nicaraguan presidential election of 1984, Sandinista leader Daniel Ortega (b. 1945) won 67 percent of vote; following year, the United States imposed a five-year trade embargo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-23E-7
Standard Description: U.S. Congress passed bills that called for an end to Contra funding; Reagan administration continued to secretly support the counterrevolutionaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-23E-8
Standard Description: In 1986, revealed that the U.S. National Security Council had illegally sold weapons to Iran at inflated prices; used profits to fund the Contras; the Iran-Contra Affair

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23E
Cluster Name: Nicaragua
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-23E-9
Standard Description: In 1990, Nicaraguans elected Violeta Barrios de Chamorro (b. 1929).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23F
Cluster Name: El Salvador
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23F-1
Standard Description: El Salvador's economy largely agricultural in the early twentieth century; rural workers exploited by influential landowners; Salvadorian students protested; Catholic priests worked to improve lives of rural population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23F
Cluster Name: El Salvador
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23F-2
Standard Description: Catholic Church viewed as enemy of the ruling elite, the armed forces, and the landowning oligarchy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23F
Cluster Name: El Salvador
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23F-3
Standard Description: In 1960s, guerrilla and anti-government forces in El Salvador drew support from the rural population; success of Sandinistas inspired Salvadorans to rise against oppressive government; between 1979 and 1985, rebel group called Farabundo Martí National Liberation Front (FMLN) almost overthrew Nicaragua's ruling elite

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23F
Cluster Name: El Salvador
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23F-4
Standard Description: Reagan administration supported the Salvadoran military in its fight against the FMLN guerrillas; between 1980 and 1992, the United States sent El Salvador's government more than $4 billion in economic and military aid

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23F
Cluster Name: El Salvador
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23F-5
Standard Description: Assassination of Archbishop Óscar Romero in 1980 and murder of eight people, including six Catholic priests, in 1989, prompted international pressure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23F
Cluster Name: El Salvador
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23F-6
Standard Description: United Nations brokered a peace agreement between the Salvadoran government and the FMLN in 1992

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23G
Cluster Name: South America: Brazil
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23G-1
Standard Description: Brazilian economy impacted by the global depression of 1930s

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23G
Cluster Name: South America: Brazil
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23G-2
Standard Description: Getúlio Vargas (1882–1954), Brazilian politician, represented the reform party in the 1930 presidential election; he lost; led armed revolution that overthrew Brazil's oligarchic government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23G
Cluster Name: South America: Brazil
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23G-3
Standard Description: Vargas centralized power; replaced corrupt coffee barons who ruled southern part of the nation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23G
Cluster Name: South America: Brazil
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23G-4
Standard Description: In 1937, with help of the Brazilian military, he assumed dictatorial powers; rewrote the country's constitution; period known as the New State

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23G
Cluster Name: South America: Brazil
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23G-5
Standard Description: Inspired by Mussolini's rule in Italy, Vargas imposed an authoritarian regime; prohibited political parties that opposed his government; made improvements to educational system; enacted social security laws; established a minimum wage; gave women the right to vote

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23G
Cluster Name: South America: Brazil
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23G-6
Standard Description: Vargas overthrown in 1945 military coup; still maintained widespread public support; was elected president of Brazil in 1951; until his death in 1954, led in a more democratic manner; this approach followed by subsequent presidents; in 1964, military took control of the country

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23H
Cluster Name: Argentina
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23H-1
Standard Description: Populist Juan Domingo Perón (1895–1974), Argentine military officer, rose to power during 1943 government coup; recognized workers as important political force; seen as a threat, Domingo Perón arrested and jailed; supporters protested; Perón freed on October 17, 1945; known in Argentina as Loyalty Day; elected president in 1946

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23H
Cluster Name: Argentina
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23H-2
Standard Description: Perón rewrote Argentina's constitution in 1949; bill of rights; free speech restricted; authoritarian regime; prohibited opposing parties

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23H
Cluster Name: Argentina
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23H-3
Standard Description: Eva "Evita" Duarte de Perón (1919–52), wife of Juan Perón, powerful female leader in Latin America; helped establish national vote for women in 1947

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23H
Cluster Name: Argentina
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23H-4
Standard Description: Military overthrew Peron in 1955; attempted to "de-Perónize" society; prohibited any politician belonging to the Peronist party from holding office; Perón exiled to Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23H
Cluster Name: Argentina
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23H-5
Standard Description: Political tensions of Cold War, and economic turmoil of 1970s fragmented Argentine society; Peron returned to Argentina; reelected president in 1973; died in office

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23I
Cluster Name: Columbia
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23I-1
Standard Description: Colombia experienced waves of violence after assassination of popular leftist politician and presidential hopeful Jorge Eliécer Gaitán in 1948; period known as La Violencia, or the Era of Violence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23I
Cluster Name: Columbia
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23I-2
Standard Description: Laureano Gómez (1889–1965), conservative politician, accused of being involved in Gaitán's assassination, elected president of Colombia in 1950; censored the press, restricted courts, persecuted Protestants; Gómez overthrown by Colombian military in 1953

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23I
Cluster Name: Columbia
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23I-3
Standard Description: Gómez replaced by General Gustavo Rojas Pinilla (1900–75); corrupt authoritarian; his presidency even more restrictive than Gómez's

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23I
Cluster Name: Columbia
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23I-4
Standard Description: Guerrilla insurgent groups faded away in most of Latin America after the Cold War; not in Columbia; Revolutionary Armed Forces of Colombia (FARC) and other groups waged war in countryside

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23I
Cluster Name: Columbia
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23I-5
Standard Description: Álvaro Uribe (b. 1952) elected president of Colombia in 2002; waged war against rebel groups; more than two hundred thousand Colombians died; millions displaced; Uribe reelected and served until 2010

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23J-1
Standard Description: Democratic governments of several South American countries ruthlessly overthrown in the 1960s and 1970s; often political parties banned, legislatures shut down, and press censored; lawmaking by decree

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-23J-10
Standard Description: In Brazil, military regime began slow transition to democracy in the 1970s during period known as the abertura, or opening

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-23J-11
Standard Description: Across Latin America, Catholic Church turned against the military due to many human rights abuses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-23J-12
Standard Description: Aftermath of dictatorships resulted in many challenges for South American countries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23J-2
Standard Description: Dictators reversed populist policies that benefited workers; banned unions, strikes, and other public demonstrations; anti-communist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23J-3
Standard Description: Regimes set up special security forces to kidnap and kill anyone suspected of leftist or anti-government activities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23J-4
Standard Description: In Argentina, historians estimate up to thirty thousand people were "disappeared," or kidnapped.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23J-5
Standard Description: United States worked to prevent spread of communist ideology across Latin America; between 1955 and 1976, Argentina received almost $400 million in military support from the United States; in Chile, the U.S. Navy and CIA provided military support for September 11, 1973, coup that replaced socialist president Salvador Allende (1908–73) with dictator Augusto Pinochet (1915–2006)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23J-6
Standard Description: Pinochet embraced capitalism; rewrote the nation's constitution; universities put under control of military men, who controlled course curricula and hiring and firing of faculty; by 1980, Chile the most privatized and unregulated economy in the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-23J-7
Standard Description: Pinochet lost the election in 1988; maintained role as head of the armed forces until 1998

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-23J-8
Standard Description: Falkland Islands, also called Malvinas Islands; conflict in 1982 between Argentina and Britain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23J
Cluster Name: Military Dictatorships in Latin America
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-23J-9
Standard Description: Raúl Alfonsín (1927–2009) democratically elected president of Argentina in 1983; created the National Commission on the Disappeared; Mothers of the Plaza de Mayo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23K-1
Standard Description: Cuban Revolution in 1959 highlighted Cold War tensions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-23K-10
Standard Description: In October 1962, U.S. spy planes take satellite photos of installation of Soviet nuclear warheads in Cuba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-23K-11
Standard Description: Soviet leader Nikita Khrushchev (1894–1971) had installed weapons in Cuba in response to U.S. weapons placed in Turkey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-23K-12
Standard Description: President Kennedy demands withdrawal of Soviet nuclear warheads; Cuban missile crisis; Soviet Union withdraws missiles in exchange for U.S. assurance not to invade Cuba; thousands of Cubans migrate to the United States; Mariel boatlift, 1980

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-23K-13
Standard Description: Cuba entered period of economic hardship in 1990s; U.S. maintains economic embargo against Cuba

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-23K-14
Standard Description: Fidel Castro died in 2016; Raúl Castro becomes president

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23K-2
Standard Description: Cuban alliance with the Soviet Union during the Cold War; Cuba experienced four hundred years of Spanish colonialism, followed by U.S. involvement in its affairs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23K-3
Standard Description: In 1903, the United States passed the Platt Amendment; stated that the U.S. government had political authority over Cuba; authority lasted until 1934; ended by the Good Neighbor Policy; next quarter century, Cuba led by rulers friendly to American interests

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-23K-4
Standard Description: In 1933, Fulgencio Batista (1901–73) led coup that overthrew the government; maintained influence over next presidents for a period

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-23K-5
Standard Description: In 1940, Batista elected president; increasingly bound to the United States; after serving full term, moved to the United States; Batista returned to Cuba in 1952; staged successful coup with the support of Cuban military; worked with leaders of organized crime in the United States to promote tourism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-23K-6
Standard Description: Middle-class law student, Fidel Castro, leading opponent of Batista; on July 26, 1953, Castro led failed insurrection in eastern Cuba; many Cubans killed; Fidel and his brother Raúl arrested; upon their release, in 1955, go into exile in Mexico; meet Ernesto "Che" Guevara; organize revolutionary group, the 26th of July Movement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-23K-7
Standard Description: Castros, Guevara, and seventy-nine other revolutionaries sailed to Cuba from Mexico in 1956; many killed; three leaders and some revolutionaries survive; lived in the Sierra Maestra mountains and attracted more members; waged a guerilla battle against Batista's forces; on January 1, 1959, the rebels entered Cuban capital, Havana

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-23K-8
Standard Description: Fidel Castro pushed back against U.S. economic dominance; in 1960, Castro made deal to sell Cuban sugar to Soviet Union; U.S. president Dwight D. Eisenhower's administration retaliated; ended diplomatic relations with Castro; U.S. organize Cuban dissidents to return to Cuba; attempt to overthrow Castro—Bay of Pigs, April 17, 1961; attempt fails; U.S. operation Mongoose also fails

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23K
Cluster Name: Cuba
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-23K-9
Standard Description: Castro declares revolution socialist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23L
Cluster Name: Haiti and the Dominican Republic
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-23L-1
Standard Description: United States Marines stationed in Haiti from 1915 until 1934

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23L
Cluster Name: Haiti and the Dominican Republic
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-23L-2
Standard Description: In 1957, United States supported François "Papa Doc" Duvalier (1907–71) as Haiti's president; supportive of U.S.; corruption; exploitation of Haitian resources; after his death, his son, Jean-Claude "Baby Doc" Duvalier (1951–2014) installed in office; ousted in 1986

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-23
Unit Name: Latin America in the Second Half of the Twentieth Century
Cluster ID: CKHG-G8-23L
Cluster Name: Haiti and the Dominican Republic
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-23L-3
Standard Description: In 1965, the United States sent troops to the Dominican Republic to end a civil war and install an authoritarian government friendly to its interests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24A-1
Standard Description: Map of the World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24B-1
Standard Description: Modern globalized economy is result of end of the Cold War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-24B-10
Standard Description: Type of labor performed overseas changed; developing nations had improved systems of education; produced greater numbers of skilled workers and university graduates; caused increase in the amount of skilled labor that was outsourced to the developing world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-24B-11
Standard Description: Internet communications technology connects billions of people; satellites; mobile phones

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-24B-12
Standard Description: Criticism of globalization; blamed for weakening national economic strength

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-24B-13
Standard Description: Global financial crisis 2007-2009

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-24B-14
Standard Description: Global trade and travel contribute to spread of infectious diseases; COVID-19; vaccinations developed by international teams of scientists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-24B-2
Standard Description: Networks of production, distribution, trade; fast communications technology; capacity for goods to crisscross the planet; just-in-time supply chain; opportunity for ideas and culture to spread around the world; global influence of American popular culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-24B-3
Standard Description: World Trade Organization (WTO) formed in 1995 to set standards for global trade and exchange

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-24B-4
Standard Description: Rise of China as industrial power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-24B-5
Standard Description: China became world's leading exporter of textiles, furniture, toys

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-24B-6
Standard Description: China's industrial expansion shifted focus to infrastructure in 1999; high-speed rail, highways, building materials, ships

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-24B-7
Standard Description: China admitted into the WTO in 2001

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-24B-8
Standard Description: Growing use of offshore, or foreign, labor; business leaders investing in developing countries such as India and China; workers paid less than workers in the United States and Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24B
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-24B-9
Standard Description: Developing countries had fewer safety and environmental regulations, favorable tax rates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24C
Cluster Name: Population Challenges
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24C-1
Standard Description: Estimated 7.7 billion people lived on Earth in 2019; increase of 1 billion people since 2007 and 2 billion since 1994; growth slowing; birth rate decreasing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24C
Cluster Name: Population Challenges
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-24C-2
Standard Description: United Nations predicts world's population will reach a peak of about 11 billion people by 2100

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24C
Cluster Name: Population Challenges
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-24C-3
Standard Description: Life expectancy increasing; aging population trends

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24D
Cluster Name: Migrating Populations
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24D-1
Standard Description: Larger global population and interconnected world economy have contributed to increased human migration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24D
Cluster Name: Migrating Populations
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-24D-2
Standard Description: Migration factors: economic, conflicts, wars, persecution, disasters in home countries; United Nations estimated in 2021, 26.6 million people in the world were refugees seeking safety from conflicts and disasters; increase in anti-immigrant rhetoric

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24E-1
Standard Description: Major lingering issue from the end of the Cold War—the handling of the world's nuclear weapons

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-24E-2
Standard Description: Conflicts in former Russian regions of Chechnya, Georgia, Crimea, Ukraine

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-24E-3
Standard Description: Following global financial crisis of 2007–9, wave of pro-democracy protests in North Africa and Southwest Asia in 2010–11; protests triggered by economic crises and demands for political reform; in Tunisia, President Zine al-Abidine Ben Ali forced to resign in 2011; in Egypt, President Hosni Mubarak forced to resign in 2011; uprisings in Syria, Libya, and Yemen (Arab Spring)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-24E-4
Standard Description: Arab Spring largely unable to replace authoritarian leaders with democratic governments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-24E-5
Standard Description: In Syria, under government of Bashar al-Assad, rebel uprising turned into extended civil war; more than seven million Syrians have fled the country

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-24E-6
Standard Description: In Libya, dictator Muammar al-Qaddafi removed from power after European and U.S. forces gave military aid to Libyan rebels

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24E
Cluster Name: Conflict and Revolution
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-24E-7
Standard Description: The Islamic State of Iraq and Syria (ISIS) emerged between 2011 and 2014; at the height of its power, the Islamic State controlled 30 percent of Syria and 40 percent of Iraq

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24F
Cluster Name: Climate Change
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24F-1
Standard Description: Changes in weather patterns; extremes; changing levels of individual gases impacts individual functions and capabilities of the atmosphere; carbon dioxide and methane

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24F
Cluster Name: Climate Change
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-24F-2
Standard Description: Deforestation in world's rain forests (Amazon)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24F
Cluster Name: Climate Change
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-24F-3
Standard Description: Global initiatives have attempted to tackle issue by lowering emissions; making plans to transition to renewable, clean energy sources

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24F
Cluster Name: Climate Change
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-24F-4
Standard Description: Kyoto Protocol, signed in 1997, put into effect in 2005, committed industrialized nations to cut greenhouse gas emissions; requested developing nations also do so

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24F
Cluster Name: Climate Change
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-24F-5
Standard Description: Paris Agreement, signed in 2015, put into effect in 2016, commits all parties to reduction of emissions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24G
Cluster Name: Science, Technology, and Medicine
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-24G-1
Standard Description: Revived interest in space exploration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24G
Cluster Name: Science, Technology, and Medicine
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-24G-2
Standard Description: Robotic explorer rover, Curiosity, landed on Mars in 2012; began to transmit images and data from the red planet's surface back to Earth; Curiosity mission followed by others; Perseverance, landed on Mars in 2021

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24G
Cluster Name: Science, Technology, and Medicine
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-24G-3
Standard Description: China showing increased interest in its space program; in 2020, Chang'e-5 lander touched down on the moon's surface

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-24
Unit Name: Modern World Events, Challenges, and Successes
Cluster ID: CKHG-G8-24G
Cluster Name: Science, Technology, and Medicine
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-24G-4
Standard Description: Medical breakthroughs in 21st Century helping to eradicate disease and illness around the world

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-3A-1
Standard Description: The Israelites lived in a historic region sometimes called the Levant; area corresponds to modern-day Israel, Jordan, Lebanon, and Syria; today is called Near East or Middle East

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-3B-1
Standard Description: Originally a nomadic people, the Israelites settled in area called Canaan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-3B-10
Standard Description: Joshua and Jericho

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-3B-11
Standard Description: Tribes of Israel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-3B-12
Standard Description: House of David

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-3B-13
Standard Description: Solomon and the First Temple

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-3B-14
Standard Description: Development of monotheistic society based on God's laws

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-3B-15
Standard Description: Phoenicians came into area by 3000 BCE; lived along eastern Mediterranean, in coastal areas of present-day Syria, Lebanon, and northern Israel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-3B-16
Standard Description: Phoenician sailors, navigators, and trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-3B-17
Standard Description: Phoenicians developed an alphabet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-3B-18
Standard Description: Philistines settle in region around 1200 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-3B-19
Standard Description: Assyrians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-3B-2
Standard Description: Over time, the city of Jerusalem became center of Jewish culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-3B-20
Standard Description: Babylonian king Nebuchadnezzar conquered Jerusalem

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKHG-G8-3B-21
Standard Description: Nebuchadnezzar destroys Jerusalem and the temple

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: CKHG-G8-3B-22
Standard Description: Babylonian captivity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: CKHG-G8-3B-23
Standard Description: Babylon conquered by Persian Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: CKHG-G8-3B-24
Standard Description: Persian king Cyrus II allows Jews of Babylon to return to Judah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: CKHG-G8-3B-25
Standard Description: Diaspora and the Second Temple

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: CKHG-G8-3B-26
Standard Description: Queen Esther

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 28.0
Standard ID: CKHG-G8-3B-27
Standard Description: Persians defeated by Alexander the Great

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 29.0
Standard ID: CKHG-G8-3B-28
Standard Description: Greek culture spreads throughout eastern Mediterranean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CKHG-G8-3B-29
Standard Description: 164 BCE Jewish leader Judas Maccabeus leads revolt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-3B-3
Standard Description: Monotheism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 31.0
Standard ID: CKHG-G8-3B-30
Standard Description: Judas and followers known as Maccabees take power in Judah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 32.0
Standard ID: CKHG-G8-3B-31
Standard Description: Hanukkah and the menorah

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 33.0
Standard ID: CKHG-G8-3B-32
Standard Description: Roman Rule in Judaea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 34.0
Standard ID: CKHG-G8-3B-33
Standard Description: Dead Sea Scrolls

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-3B-4
Standard Description: Early collection of Jewish holy writings in work known as Tanakh or Hebrew Bible

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-3B-5
Standard Description: Abraham and his descendants; covenant

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-3B-6
Standard Description: Roots of three religions: Judaism, Christianity, and Islam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-3B-7
Standard Description: Israelites in Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-3B-8
Standard Description: Moses, Exodus, Ten Commandments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-3
Unit Name: The Israelites
Cluster ID: CKHG-G8-3B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-3B-9
Standard Description: Promised land of Canaan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-4A-1
Standard Description: Mainland of Greece is a peninsula surrounded by water on three sides; beyond mainland much of Greece is an archipelago; Crete is largest island

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-4A-2
Standard Description: Mainland has two major zones—central and northern zone is mountainous; southwest is the Peloponnese, a peninsula connected to rest of mainland by a narrow strip of land, or isthmus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-4A-3
Standard Description: Eighty percent of land taken up by mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4A
Cluster Name: Geography of region
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-4A-4
Standard Description: Mediterranean and Aegean Seas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-4B-1
Standard Description: First civilizations in region were not Greek

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-4B-10
Standard Description: Adapted Phoenician alphabet to create a Greek alphabet

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-4B-2
Standard Description: Minoans flourished on island of Crete between 2700 and 1500 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-4B-3
Standard Description: Minoan palace at Knossos on Crete; frescoes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-4B-4
Standard Description: King Minos

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-4B-5
Standard Description: Mycenaean Civilization, named for city of Mycenae; dominant culture in the Peloponnese and several islands between 1700 and 1100 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-4B-6
Standard Description: Mycenaean settlements included Sparta, Thebes, Argos, Athens, and Tiryns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-4B-7
Standard Description: Mycenaean civilization influenced Greek civilization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-4B-8
Standard Description: Around 750 BCE, inhabitants of Greece known as Hellenes; ancient Greek culture came to be called Hellenic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-4B-9
Standard Description: Greeks established small kingdoms; traded with Egyptians and Phoenicians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-4C-1
Standard Description: Greeks practiced polytheism, belief in many gods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-4C-10
Standard Description: Cleisthenes increased power of Assembly; enabled men over eighteen who owned property to participate in government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-4C-11
Standard Description: Sparta's military might; all men served in military

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-4C-12
Standard Description: Sparta led by two kings who ruled together

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-4C-13
Standard Description: Rivalry between Athens and Sparta

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-4C-14
Standard Description: Persian wars; Marathon, Thermopylae, and Salamis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-4C-15
Standard Description: Herodotus, early historian

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-4C-16
Standard Description: Golden Age of Athens; Delian League

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 18.0
Standard ID: CKHG-G8-4C-17
Standard Description: Pericles, a strong military commander; oversaw construction of Parthenon

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 19.0
Standard ID: CKHG-G8-4C-18
Standard Description: The Peloponnesian War: Sparta defeats Athens in 405 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CKHG-G8-4C-19
Standard Description: Greek Literature and Drama; Greek tragedies; the Iliad and the Odyssey; Aesop's fables; Sophocles, Aeschylus, and Euripides

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-4C-2
Standard Description: Mount Olympus, home of most powerful and influential gods; court of Zeus, king of the gods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: CKHG-G8-4C-20
Standard Description: Philosophers of Athens; Socrates and Socratic method; Plato and Plato's Republic; Plato's Academy; Aristotle

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: CKHG-G8-4C-21
Standard Description: Alexander the Great and the spread of Greek ("Hellenistic") culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-4C-3
Standard Description: Olympic Games, held at Olympia in honor of Zeus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-4C-4
Standard Description: Establishment of city-states including Athens, Sparta, Corinth, Thebes, Syracuse, and Rhodes; polis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-4C-5
Standard Description: Tyrants and Oligarchs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-4C-6
Standard Description: Concept of citizenship and citizens

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-4C-7
Standard Description: Solon's reforms and the development of Athenian democracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-4C-8
Standard Description: Athenian culture; education, debate, philosophy, literature, and music; symposia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-4
Unit Name: The Ancient Greeks and Greek Civilization
Cluster ID: CKHG-G8-4C
Cluster Name: Life in Greece
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-4C-9
Standard Description: The Assembly

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5A
Cluster Name: Geography of South Asia
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-5A-1
Standard Description: India lies on a peninsula called a subcontinent; relative separation from rest of Asia; part of separation created by Himalayas which stretch across northern part of region—highest mountains in world; Hindu Kush mountain range to the west; subcontinent also includes Pakistan, Nepal, Bangladesh, and Bhutan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5A
Cluster Name: Geography of South Asia
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-5A-2
Standard Description: Indus River and Ganges River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5A
Cluster Name: Geography of South Asia
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-5A-3
Standard Description: Mountains and plateau

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-5B-1
Standard Description: Indus civilization arose in northwest part of subcontinent around 2600 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-5B-10
Standard Description: Vedic Period; small kingdoms; farming; agriculture around Ganges River Valley

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-5B-11
Standard Description: Sanskrit

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-5B-2
Standard Description: Covered much of area now known as Pakistan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-5B-3
Standard Description: Farming and livestock; crops included rice, grains, dates, lentils, and sesame; fruit trees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-5B-4
Standard Description: Farming methods, including crop rotation and irrigation; plow

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-5B-5
Standard Description: Numerous organized settlements, including Mohenjo-Daro and Harappa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-5B-6
Standard Description: Cities designed on a grid system; courtyards; granaries, public baths, drains, and sewers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-5B-7
Standard Description: Trade with other parts of the subcontinent

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-5B-8
Standard Description: Developed standardized weight system, written language called Indus or Harappan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-5B-9
Standard Description: Many modern languages grew out of the Indo-European language group, including Hindi

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-5C-1
Standard Description: Vedas, some of the oldest religious texts in the world; texts are considered to reflect divine truth and sacred knowledge; first transmitted orally, later written down; the four Vedas are called Rig Veda, Yagur Veda, Sama Veda, Atharva Veda; Rig Veda is the oldest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-5C-2
Standard Description: Varnas and Jatis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-5C-3
Standard Description: Hinduism Brahma, Vishnu, and Shiva; avatars

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-5C-4
Standard Description: Epic poems—Ramayana and Mahabharata

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-5C-5
Standard Description: Reincarnation; karma

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-5C-6
Standard Description: Buddhism and Prince Siddhartha Gautama; Buddha, "enlightened one

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-5C-7
Standard Description: Nirvana

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-5C-8
Standard Description: Four Noble Truths and the Eightfold Path

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5C
Cluster Name: Belief Systems
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-5C-9
Standard Description: Jainism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5D
Cluster Name: Rulers
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-5D-1
Standard Description: The Mauryan Empire and Chandragupta Maurya

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5D
Cluster Name: Rulers
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-5D-2
Standard Description: King Ashoka (also spelled Asoka)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-5
Unit Name: Ancient India
Cluster ID: CKHG-G8-5D
Cluster Name: Rulers
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-5D-3
Standard Description: Gupta Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-6A-1
Standard Description: China's eastern border at the edge of the Pacific Ocean; to the north lies the Gobi Desert; to the southwest, China's border with India is formed by the Himalayas; geographical factors provide China with formidable physical borders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-6A-2
Standard Description: Huang He (Yellow River) and Yangzi (Yangtze, Chang Jiang) River

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-6A-3
Standard Description: Early civilization arose in valley around the Huang He

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-6A-4
Standard Description: Farming methods; grains, rice, soybeans, tea, mulberry trees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-6B-1
Standard Description: Developed one or world's oldest writing system; at first, symbols represented objects

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-6B-10
Standard Description: Qin Empire; Yeng Zheng, took title Shihuangdi, meaning first emperor; tried to unify China; Lingqu Canal; begins construction of Great Wall; Terracotta Warriors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-6B-11
Standard Description: Han dynasty ruled for more than four hundred years, from 202 BCE to 220 CE; Xiang Yu; Emperor Wu; trade in silk and spices, the Silk Road, invention of paper

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-6B-12
Standard Description: Increased trade, and contact with foreigners, enabled spread of Buddhism into China

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-6B-2
Standard Description: Early Chinese civilization shaped by several dynasties with sophisticated political states

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-6B-3
Standard Description: Xia dynasty; Yu the Great

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-6B-4
Standard Description: Shang dynasty rose to power around 1766 BCE; King Tang

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-6B-5
Standard Description: Daoism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-6B-6
Standard Description: Zhou dynasty 1046 BCE; promoted idea of divine right; first Zhou king, Wen; feudal system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-6B-7
Standard Description: Spring and Autumn Period 770 BCE; semi-independent states

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-6B-8
Standard Description: Confucianism, influential product of Spring and Autumn period; named for Chinese philosopher Kong Qiu; Golden Rule; five basic relationships; filial piety

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-6
Unit Name: Early China
Cluster ID: CKHG-G8-6B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-6B-9
Standard Description: Warring states period lasted from 481 to 221 BCE; first known military manual written at this time, known as The Art of War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-7A-1
Standard Description: Region where city of Rome established called Latium

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-7A-2
Standard Description: Mediterranean Sea, Aegean Sea, Adriatic Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-7A-3
Standard Description: Apennine Mountains, Alps

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7A-4
Standard Description: Greece, Italy (peninsula), France, Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-7A-5
Standard Description: North Africa, Asia Minor (peninsula), Turkey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-7A-6
Standard Description: Bosporus (strait), Black Sea, Istanbul (Constantinople)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-7A-7
Standard Description: Red Sea, Tiber River, Persian Gulf

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-7B-1
Standard Description: Etruscans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-7B-2
Standard Description: Greek ruler Pyrrhus defeated by Romans in Southern Italy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-7B-3
Standard Description: The Republic: Senate, Consuls, Patricians, Plebeians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7B-4
Standard Description: Plebeian Council

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-7B-5
Standard Description: Punic Wars: Carthage, Hannibal, Battle of Cannae, 216 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7B
Cluster Name: Background
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-7B-6
Standard Description: Scipio

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-7C-1
Standard Description: The Forum: temples, marketplaces, etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-7C-2
Standard Description: The Colosseum: circuses, gladiator combat, chariot races

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-7C-3
Standard Description: Theater and Poetry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7C-4
Standard Description: Roads, bridges, sewer system, public toilets, public baths and aqueducts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-7C-5
Standard Description: Worship of gods and goddesses, largely based on Greek religion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-7C-6
Standard Description: Most Romans spoke a version of Latin; Greek spoken also

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-7C-7
Standard Description: Greek philosophy, especially Stoicism and Epicureanism, influential in the Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7C
Cluster Name: Life in Ancient Rome
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-7C-8
Standard Description: Cicero, Seneca, Pliny the Elder

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-7D-1
Standard Description: Conflicting interests of optimates and populares

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-7D-2
Standard Description: Gaius Julius Caesar, Gnaeus Pompeius Magnus (Pompey), Marcus Licinius Crassus held power as the First Triumvirate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-7D-3
Standard Description: Caesar elected Consul, given command of Roman armies, aligned with populares

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4
Standard Description: Caesar crosses Rubicon, declares war on Pompey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+1
Standard Description: Defeats Pompey

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+10
Standard Description: Ovid and Metamorphoses

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+11
Standard Description: Expansion of empire, challenges the old Republican form of government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+12
Standard Description: Management and defense challenges of vast Roman empire; millions of inhabitants

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+13
Standard Description: Emperor Diocletian (284 to 305 CE) split empire into two halves, each with its own emperor; western half ruled from Rome, eastern half ruled from Asia Minor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+14
Standard Description: Corruption and conflict over political power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+15
Standard Description: Constantine rises to power in 312 CE; moves capital to Byzantium

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+16
Standard Description: Constantine adopts Christianity; makes Christianity Rome's official religion, ending persecution of Christians

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+17
Standard Description: Weakened by outside attacks, particularly Germanic tribes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+18
Standard Description: City of Rome sacked in 410 CE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+19
Standard Description: Western Roman emperor defeated by Germanic chieftain, Odoacer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+2
Standard Description: Pompey in Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+3
Standard Description: Caesar in Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+4
Standard Description: Caesar becomes Dictator for life in 44 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+5
Standard Description: Cleopatra of Egypt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+6
Standard Description: Ides of March, Caesar assassinated in the Senate, Brutus, Cassius

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+7
Standard Description: Marcus Antonius and Octavian defeat Brutus and Cassius

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+8
Standard Description: Octavian becomes Augustus Caesar; imperator; period of peace and stability (Pax Romana) with integration of non-Romans into Roman society; reorganization of tax system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7D
Cluster Name: The Decline of the Republic and Fall of Western Empire
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7D-4+9
Standard Description: Virgil and the Aeneid

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7E
Cluster Name: Byzantium
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-7E-1
Standard Description: The rise of the Eastern Roman Empire, known as the Byzantine Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7E
Cluster Name: Byzantium
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-7E-2
Standard Description: Trading Center

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7E
Cluster Name: Byzantium
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-7E-3
Standard Description: Constantinople (now called Istanbul) merges diverse influences and cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7E
Cluster Name: Byzantium
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-7E-4
Standard Description: Justinian (527 to 565 CE), Justinian's Code

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7E
Cluster Name: Byzantium
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-7E-5
Standard Description: Outbreak of plague, depleting population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-7
Unit Name: Rome: Republic to Empire and Roman Civilization
Cluster ID: CKHG-G8-7E
Cluster Name: Byzantium
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-7E-6
Standard Description: Rise of Islamic Rulers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-8A-1
Standard Description: Arabian Peninsula is the largest peninsula in the world; it is surrounded by the Red Sea; it is part of the continent of Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-8A-2
Standard Description: Persian Gulf, Arabian Sea, Mediterranean Sea

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-8A-3
Standard Description: Plateau, Sandy Deserts, Dry Plains, Oases

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8B
Cluster Name: Pre-Islamic Arabia
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-8B-1
Standard Description: Part of trade network linking ancient civilizations including Egypt, Kush, Mesopotamia, Persia, China, India, Greece, Rome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8B
Cluster Name: Pre-Islamic Arabia
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-8B-2
Standard Description: Trees produced resins, frankincense and myrrh; Silk Road; Gold, Ivory, Silks, Spices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8B
Cluster Name: Pre-Islamic Arabia
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-8B-3
Standard Description: Introduction of camels

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8B
Cluster Name: Pre-Islamic Arabia
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-8B-4
Standard Description: Growth of trading centers Mecca and Medina

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8B
Cluster Name: Pre-Islamic Arabia
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-8B-5
Standard Description: Nomadic herdsmen

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8B
Cluster Name: Pre-Islamic Arabia
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-8B-6
Standard Description: The Nabataeans ruled for a time; built Petra; managed water with cisterns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-8C-1
Standard Description: Much of the story of Muhammad, and early Islamic customs and practices come from the Hadith and the Sunna

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-8C-10
Standard Description: Muhammad receives more revelations in Medina; begins new Islamic society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-8C-11
Standard Description: Many Jewish residents leave Medina

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-8C-12
Standard Description: Muhammad organizes fighting force; takes over Mecca; rejects pagan gods; Mecca becomes important site of Islamic worship

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-8C-2
Standard Description: The Quran is Islam's most holy book.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-8C-3
Standard Description: Muhammad: the last prophet, thought to have been born in Mecca, in present day Saudi Arabia around 570 CE; family part of Quraish tribe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-8C-4
Standard Description: Orphaned and raised by relatives; traveled with uncle's trading caravan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-8C-5
Standard Description: Married Khadija; became a merchant

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-8C-6
Standard Description: Sought spiritual understanding at age forty; went to a cave

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-8C-7
Standard Description: Muhammad believed God and angel Gabriel spoke to him through visions; instructed to spread Islam, a word meaning surrender or submission to God

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-8C-8
Standard Description: Muhammad shares revelations; meets opposition, especially in Mecca

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8C
Cluster Name: Muhammad
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-8C-9
Standard Description: Muhammad and followers go to Medina (the Hijarah)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-8D-1
Standard Description: Main tenets of Islam called the five pillars: Profession of Faith; Prayer; Alms: Fasting; Pilgrimage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-8D-2
Standard Description: After Muhammad's death around 632 CE, the first caliph was Abu Bakr; the second caliph was Umar; the third caliph was Osman

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-8D-3
Standard Description: Umar and Osman expand territory under Islamic control

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-8D-4
Standard Description: Osman creates administrative divisions of Islamic state; overseas official version of Quran

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-8D-5
Standard Description: Osman killed; Muhammad's cousin Ali becomes caliph

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-8D-6
Standard Description: Civil War breaks out with two opposing factions; Muslims become divided into two main groups—Shia, who followed Ali' Sunni who rejected Ali

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8D
Cluster Name: Islam
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-8D-7
Standard Description: Islam expands into Africa, Asia, and Southern Spain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-8E-1
Standard Description: Spread of Arabic culture, including language, art and architecture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-8E-2
Standard Description: Cities throughout Islamic Empire become centers of learning, including Damascus and Baghdad

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-8E-3
Standard Description: Conflict with external enemies; clashes with Christian leaders in Europe; the Crusades

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-8E-4
Standard Description: Islamic Golden Age; trade; banking; universities; scholars; mathematics, including algebra and calculus; medical knowledge

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-8E-5
Standard Description: Avicenna (Ibn Sina); Five-volume medical encyclopedia—The Canon of Medicine; The Book of Healing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-8E-6
Standard Description: Baghdad site of House of Wisdom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-8E-7
Standard Description: Works of literature such as The Thousand and One Nights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-8
Unit Name: Islamic Civilizations
Cluster ID: CKHG-G8-8E
Cluster Name: Islamic Civilization
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-8E-8
Standard Description: Emergence of Ottoman Empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-9A-1
Standard Description: Mesoamerica—a historical region stretching from northwest of modern Mexico southward into isthmus connecting North and South America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-9A-2
Standard Description: Gulf of Mexico, Pacific Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-9A-3
Standard Description: Yucatán Peninsula

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-9A-4
Standard Description: Amazon River; river basin

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-9A-5
Standard Description: Andes Mountains

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-9A-6
Standard Description: Altiplano

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-9A-7
Standard Description: Guatemala, Belize, El Salvador, Honduras, Mexico, Peru, Bolivia, Brazil, Columbia, Ecuador, Venezuela, Chile, Argentina, Paraguay, Uruguay, Guyana, Suriname, French Guiana

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-9A-8
Standard Description: Rainforest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9A
Cluster Name: Geography
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-9A-9
Standard Description: Atacama Desert

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-9B-1
Standard Description: Olmec civilization arose around 1200 BCE along Mexico's Gulf Coast; name Olmec comes from Aztec language, Nahuatl

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-9B-2
Standard Description: Olmecs extracted latex from rubber trees

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-9B-3
Standard Description: Inhabited large settlements such as the now called San Lorenzo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-9B-4
Standard Description: Trade goods such as obsidian, jade, rubber, skins, pottery found at San Lorenzo, Las Limas, island of La Venta

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-9B-5
Standard Description: Constructed pyramids; large, carved stone heads; Olmec cave art

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-9B-6
Standard Description: Zapotec civilization centered in Valley of Oaxaca dates back to 1600 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-9B-7
Standard Description: City of Monte Albán founded in 500 BCE

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-9B-8
Standard Description: Use of water diversion and irrigation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9B
Cluster Name: Background: Olmecs and Zapotecs
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-9B-9
Standard Description: Declined due to outside invasion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-9C-1
Standard Description: Large, prosperous realm of linked cities prior to Europeans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-9C-10
Standard Description: Maya planned rituals on a regular schedule, using a calendar called the Tzolkin (the count of days)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-9C-11
Standard Description: Used astronomical observation to plan buildings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-9C-12
Standard Description: Decline began around 800 CE; unclear as to why

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-9C-2
Standard Description: Sophisticated architecture; advances in astronomy, mathematics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-9C-3
Standard Description: Writing system; Classic Period writing system contains more than eight hundred symbols

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-9C-4
Standard Description: Cities contained palaces, temples, public spaces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-9C-5
Standard Description: Main cities in late Classical Period include Chichén Itzá, on Mexico's Yucatán Peninsula; Palenque and Calakmul, in Mexico; Caracol, in Belize; Copán, in Honduras; and several large centers in Guatemala, including Tikal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-9C-6
Standard Description: Construction of pyramids

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-9C-7
Standard Description: Religious beliefs—three distinct but linked realms—sky, earth, underworld

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-9C-8
Standard Description: Popol Vuh collection of Maya religious stories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9C
Cluster Name: The Maya
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-9C-9
Standard Description: Human sacrifice

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-9D-1
Standard Description: After Maya Classic Period ended around 900 CE, Mesoamerica underwent transitions as new population centers arose

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-9D-10
Standard Description: Human sacrifice

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-9D-11
Standard Description: Montezuma came to power in 1502 CE; expanded Aztec empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-9D-12
Standard Description: Spanish arrive in 1519 CE led by Hernán Cortés

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-9D-13
Standard Description: Montezuma taken hostage; submits to Cortés; Montezuma killed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-9D-14
Standard Description: Spanish conquer Tenochtitlán

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-9D-15
Standard Description: Spread of European diseases causes decline in Aztec population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-9D-2
Standard Description: After several centuries, a new civilization arose in Central Mexico

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-9D-3
Standard Description: From around 1300 CE, the Aztec rose in power through military successes; united most of northern region of Mesoamerica into an empire containing millions of people

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-9D-4
Standard Description: The Aztec built an empire centered in capital city of Tenochtitlán, where Mexico City stands today; Templo Mayor

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-9D-5
Standard Description: Lake Texcoco site of Tenochtitlán

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-9D-6
Standard Description: The Aztec believed in Pantheon of gods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-9D-7
Standard Description: Like the Maya, the Aztec had a calendar system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-9D-8
Standard Description: Aztec army contained skilled soldiers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9D
Cluster Name: The Aztec
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-9D-9
Standard Description: Sophisticated taxation system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-G8-9E-1
Standard Description: The Inca—one of several groups who lived in the Andes region

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: CKHG-G8-9E-10
Standard Description: Use of a quipu used for communicating information

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: CKHG-G8-9E-11
Standard Description: Distinctive art style; geometric shapes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: CKHG-G8-9E-12
Standard Description: Ruler Atahualpa held hostage and then killed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: CKHG-G8-9E-13
Standard Description: Spanish invaders led by Francisco Pizarro killed thousands of Inca.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: CKHG-G8-9E-14
Standard Description: Conquered Cuzco in 1533

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: CKHG-G8-9E-15
Standard Description: European diseases weakened the Inca.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 17.0
Standard ID: CKHG-G8-9E-16
Standard Description: Last Inca ruler captured and killed by Spanish in 1572; Inca realm absorbed by Spanish crown

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-G8-9E-2
Standard Description: In late 1300s CE, they began to conquer neighbors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-G8-9E-3
Standard Description: Between 1400 and 1533 CE they established largest empire in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-G8-9E-4
Standard Description: Heart of Inca Empire was city of Cuzco, in modern Peru.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: CKHG-G8-9E-5
Standard Description: Inca rulers used labor of those conquered to build infrastructure—roads and bridges that connected the empire

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: CKHG-G8-9E-6
Standard Description: Highly skilled stoneworkers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: CKHG-G8-9E-7
Standard Description: Macchu Picchu

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: CKHG-G8-9E-8
Standard Description: Social structure; empire divided into four parts with four governors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade 8 World History
Unit ID: CKHG-G8-9
Unit Name: Maya, Inca, and Aztec Civilizations
Cluster ID: CKHG-G8-9E
Cluster Name: The Inca
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CKHG-G8-9E-9
Standard Description: Tax system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-1
Unit Name: World Geography
Cluster ID: CKHG-GK-1A
Cluster Name: Geography: Spatial Sense (working with maps, globes, and other geographic tools)
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-1A-1
Standard Description: Maps and globes: what they represent, how we use them

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-1
Unit Name: World Geography
Cluster ID: CKHG-GK-1A
Cluster Name: Geography: Spatial Sense (working with maps, globes, and other geographic tools)
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: CKHG-GK-1A-2
Standard Description: Rivers, lakes, and mountains: what they are and how they are represented on maps and globes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-1
Unit Name: World Geography
Cluster ID: CKHG-GK-1A
Cluster Name: Geography: Spatial Sense (working with maps, globes, and other geographic tools)
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: CKHG-GK-1A-3
Standard Description: Locate the Atlantic and Pacific Oceans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-1
Unit Name: World Geography
Cluster ID: CKHG-GK-1A
Cluster Name: Geography: Spatial Sense (working with maps, globes, and other geographic tools)
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: CKHG-GK-1A-4
Standard Description: Locate the North and South Poles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1
Standard Description: Identify and locate the seven continents on a map and globe:

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+1
Standard Description: Asia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+2
Standard Description: Europe

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+3
Standard Description: Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+4
Standard Description: North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+5
Standard Description: South America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+6
Standard Description: Antarctica

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: CK Grade K World History
Unit ID: CKHG-GK-2
Unit Name: An Overview of the Seven Continents
Cluster ID: CKHG-GK-2A
Cluster Name: An Overview of the Seven Continents
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: CKHG-GK-2A-1+7
Standard Description: Australia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>
